(Re)conceptualizing Content Area Literacy: Encouraging pre-service and in-service teachers to Explore Interdisciplinary Instruction

Abstract

Study begins on page 144. From the introduction: This study sought to investigate how pre- and in-service teachers responded when we introduced interdisciplinary unit planning in our respective university content area literacy methods courses. Two essential notions from the content area and adolescent literacy research inspired us in this endeavor. First, Morse (2008) asserts that literacy strategies need to be taught in meaningful ways across the disciplines in our secondary schools. Second, adolescents deserve and need engaging, high-interest, critical, authentic and inter-textual curriculum coupled with multiple literacy opportunities (Moore, Bean, Birdyshaw, & Rycik, 1999). As teacher educators in secondary literacy education, we concur with these notions and think one solution to achieve this goal is the implementation of interdisciplinary unit planning in secondary education (Daniels & Zemelman, 2004).

Reference

Frambaugh-Kritzer, C., Stolle, E.P. (2011). (Re)conceptualizing Content Area Literacy: Encouraging pre-service and in-service teachers to Explore Interdisciplinary Instruction. In Dunston, P. J., Gambrell, L. B., Headley, K., Fullerton, S. K., Stecker, P. M., Gillis, V. R, & Bates, C. C. (Eds.), 60th Literacy Research Association Yearbook. (pp. 144-155). Oak Creek, WI: Literacy Research Association Conference.

Journal

Yearbook of the National Reading Conference

Analysis

Is this article part of a larger project or series of studies?

yes

Does this study draw on a large, preexisting data set?

Research Approach

Qualitiative
Self-Study

Geographic Setting

midwest
Southwestern United States

Institutional Context

University based

Certification Level

Secondary

Programatic Focus

interdisciplinary liteacy

Research Location Context

University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

4 to 6 months

Data Sources

email correspondence
fieldnotes
Observations
Reading Responses
retrospective notes
Survey
University coursework assignment (e.g. writing/project done for a grade)

Data Analysis Tools

coding (open to axial to selective

Researcher Positionality

inside (staying their own students)

Research Questions

"How does interdisciplinary unit planning help pre- and in-service teachers understand content area literacy?" (this was the second of three research questions and the only on addressed in this report)
Is this research question explicit from the manuscript? Yes