Scoping review of conceptions of literacy in middle school science
Description
Literacy skills are essential if students are to access knowledge and achieve academic success in middle school science. A key difficulty with interpreting literacy practices in any discipline is the problem of conceptualising what constitutes literacy. Our study contributes new understandings to the discipline of science where there are ongoing debates concerning the meaning of literacy and confusion regarding what constitutes essential literacies in the field. Our scoping review first identifies how literacy in middle school science is conceptualised in empirical studies published between 2006 and 2019 and, second, addresses a significant gap in understandings by identifying how dominant discourses inform practice. Specifically, our findings show the dominance of a narrow conception of literacy in the science classroom relating to skills-based pedagogic instruction. Based on our review, we conclude that the field of science requires a broadening of what constitutes literacy, and engagement with New Literacy Studies which focuses on literacy as a social practice closely interwoven with student identities.
Impact and interest:
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These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
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ID Code: | 234207 | ||||||
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Item Type: | Contribution to Journal (Journal Article) | ||||||
Refereed: | Yes | ||||||
ORCID iD: |
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Additional Information: | Funding: We acknowledge funding received by the University of South Australia. | ||||||
Measurements or Duration: | 21 pages | ||||||
DOI: | 10.1080/02671522.2022.2105388 | ||||||
ISSN: | 0267-1522 | ||||||
Pure ID: | 113460873 | ||||||
Divisions: | Current > Research Centres > Centre for Inclusive Education Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Teacher Education & Leadership Current > Schools > School of Early Childhood & Inclusive Education |
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Copyright Owner: | 2022 Informa UK Limited, trading as Taylor & Francis Group | ||||||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||||
Deposited On: | 01 Aug 2022 02:22 | ||||||
Last Modified: | 17 Apr 2024 17:10 |
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