Learning as Accessing a Disciplinary Discourse: Integrating Academic Literacy into Introductory Physics through Collaborative Partnership

Autor/inn/en	Marshall, Delia; Conana, Honjiswa; Maclon, Rohan; Herbert, Mark; Volkwyn, Trevor
Titel	Learning as Accessing a Disciplinary Discourse: Integrating Academic Literacy into Introductory Physics through Collaborative Partnership
Quelle	In: Across the Disciplines, 8 (2011) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-8244
Schlagwörter	Science Instruction; Introductory Courses; Physics; Teacher Collaboration; Interdisciplinary Approach; Academic Discourse; Science Teachers; Undergraduate Students; Departments; Literacy Education; College Faculty; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Physik; Lehrerkooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Discourse; Diskurs; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Department; Abteilung; Fakultät; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper examines a collaborative partnership between discipline lecturers and an academic literacy practitioner in the context of undergraduate physics. Gee's sociocultural construct of Discourse is used as a framework for the design of an introductory physics course, explicitly framed around helping students access the disciplinary discourse and social practices of physics. Jacobs' model for integrating academic literacies into disciplines is used as a basis to evaluate the effectiveness of this collaboration, drawing on data from students and staff. The study reveals that an important aspect of the collaboration between the physics lecturers and the academic literacy practitioner was a common, shared understanding of themselves as Discourse teachers. The study also points to wider institutional arrangements that may enable or constrain such collaborations, for example, institutional approaches to academic literacy, departmental cultures and the nature of different disciplinary knowledge structures. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01