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ABSTRACT
This qualitative study examined how 32 undergraduate students enrolled in pedagogy-focused courses at a liberal arts college in the USA made sense of disciplinary literacy as a broad construct. After discussing course readings and interviewing faculty members to understand the literacy practices used in their fields of study, these potential future educators (PFEs) articulated their key takeaways about disciplinary literacy in a short written assignment. In their written work, PFEs described disciplinary literacy largely in terms of the discrete literacy skills and practices used within and across disciplines. Their conclusions co-existed with a sense that they had been left to infer the literacy practices valued in various fields on their own. Findings from this study suggest that the starting point for discussions of literacy practices within and across disciplines begin with an examination – and critique – of disciplinary norms and values.
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No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Lauren Capotosto
Lauren Capotosto is an associate professor of education and Joseph H. Maguire ’58 fellow in education at College of the Holy Cross. Her research focuses on literacy instruction and development at the K-12 through college level.
Kristina Reardon
Kristina Reardon is director of Intensive Writing and a joint-appointed lecturer in English and Education Studies at Amherst College. Her research considers student voices in the writing process and the role of peer collaboration in revision.