Working at the Intersections of Formal and Informal Science and Literacy Education

Graphical Abstract

The National Writing Project provides professional development, develops resources, generates research, and works to improve the teaching of writing and learning in schools and communities.

Abstract

In this article, we invite you to expand your vision of what it means to work at the intersections of formal and informal science and literacy education by describing how educators have collaborated to create programs that blend science and literacy in schools, in museums, and across these two spaces. In 2012, K–12 teachers from the National Writing Project (NWP) began working with the Association of Science-Technology Centers (ASTC) and science museum educators in the National Science Foundation–funded Intersections project, which is being evaluated by Inverness Research. NWP is a network of sites, anchored at colleges and universities, that serves teachers across disciplines and at all levels, from early childhood through university. NWP provides professional development, develops resources, generates research, and works to improve the teaching of writing and learning in schools and communities.

Keywords:

• Literacy
• STEM
• Informal Education

Author Contributions

Becky Carroll ([email protected]) is a senior researcher at Inverness Research in Inverness, California.

Tanya Baker ([email protected]) is Director of National Programs at the National Writing Project in Berkeley, California.

Additional information

Notes on contributors

Becky Carroll

Becky Carroll ([email protected]) is a senior researcher at Inverness Research in Inverness, California.

Tanya Baker

Tanya Baker ([email protected]) is Director of National Programs at the National Writing Project in Berkeley, California.