Adaptive Primary Literature
Disciplinary Literacy in a Science Classroom
Keywords:
Adaptive Primary Literature, Disciplinary Literacy, Science EducationAbstract
Literacy is a fundamental part of a student’s success and within the science classroom. Yet science teachers do not take the time to teach content area literacy. Disciplinary literacy (DL) offers a meaningful way for science teachers to teach literacy instruction without sacrificing content instruction. One form of disciplinary literacy that is useful is Adaptive Primary Literature (APL). Textbooks in science classrooms often portray scientific phenomenon as absolute fact, without providing evidence to support the claims. This portrayal of information leads to a gap in the language of science used by professionals and the language of school science. Adaptive Primary Literature helps bridge the gap between the two. This paper reviews the need for DL and APL in science classrooms.
References
Ippolito, J., Condie, C., Blanchette, J., & Cervoni, C. (2018). Teaching Teachers: Learning Science and Literacy Together. Science and Children, 056(04). doi:10.2505/4/sc18_056_04_91
Kooman, M. H., Weaver, S., Blair, R., Oberhauser, K. S. (2016). Disciplinary literacy in the science classroom: Using adaptive primary literature. Journal of Research in Science Teaching 53(6).
Langbeheim, E., Safran, S. A., & Yerushalmi, E. (2013). Design guidelines for adapting scientific research articles: An example from an introductory level, interdisciplinary program on soft matter. doi:10.1063/1.4789642
Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2),224–240.
O’Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is dif?cult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture. Reading Research Quarterly, 30, 442–463.
Persky, H. R., Daane, M. C., & Jin, Y. (2003). The nation’s report card: Writing 2002. (NCES 2003–529). U.S. Department of Education. Institute of Education Sciences. National Center for Education Statistics. Washington, DC: Government Printing Office.
Phillips, L., Norris, S. (2009) Bridging the Gap Between the Language of Science and the Language of School Science Through the Use Adapted Primary Literature. Res Science Education. 39. 313-319.
Shanahan, T., Shanahan, C. (2012). What is Disciplinary Literacy and Why Does It Matter? Top Lang Disorders. (32)1. 7-18.
Sørvik, G. O., Blikstad-Balas, M., & Ødegaard, M. (2015). “Do books like these have authors?” – New roles for text and new demands on students in integrated science-literacy instruction. Science Education, 99(1),39–69.