Title
Disciplinary Literacy and the 4Es: Rigorous and Substantive Responses to Interdisciplinary Standards
Campus Units
Education, School of
Document Type
Article
Publication Version
Accepted Manuscript
Publication Date
11-1-2020
Journal or Book Title
Literacy Research: Theory, Method, and Practice
Volume
69
Issue
1
First Page
339
Last Page
357
DOI
10.1177%2F2381336920937258
Abstract
The Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS) have described discipline-specific literacy skills needed to successfully engage with science concepts, and science assessments ask students to use language in many and varied forms to mediate their science thought and actions and prove mastery of content. Yet many science teachers have not been prepared with skills that help them recognize the ways literacy is integral to the discipline of science, much less integrate it. This research explored the experiences of three classroom science teachers as they worked to enact overlapping English Language Arts and science standards inherent in CCSS and NGSS through inquiry-based instruction. The 4Es’ heuristic framed analysis of classroom observations of instruction, teacher interviews, and surveys. Ways the teachers utilized inquiry-based instruction to Engage their students, Elicit/Engineer their literacies, and Examine and Evaluate discipline-specific language practices are analyzed, with recommendations for specific, interdisciplinary, and ongoing support teachers will need in order to realize the disciplinary literacy goals of the CCSS and NGSS.
Copyright Owner
SAGE Publications
Copyright Date
2020
Language
en
File Format
application/pdf
Recommended Citation
Hayden, H. Emily and Eades-Baird, Michelle, "Disciplinary Literacy and the 4Es: Rigorous and Substantive Responses to Interdisciplinary Standards" (2020). Education Publications. 184.
https://lib.dr.iastate.edu/edu_pubs/184
Comments
This is a manuscript of an article published as Hayden, H. Emily, and Michelle Eades-Baird. "Disciplinary Literacy and the 4Es: Rigorous and Substantive Responses to Interdisciplinary Standards." Literacy Research: Theory, Method, and Practice 69, no. 1 (2020): 339-357. DOI: 10.1177%2F2381336920937258. Reprinted by permission of SAGE Publications.