Abstract
In this paper, we propose to present an observational study on literacy practices in lower secondary classrooms in Denmark.
The theoretical framework for the study is disciplinary literacy (Moje, 2008; Shanahan & Shanahan, 2012). A key aspect of disciplinary literacy is that literacy instruction in a specific discipline must be adapted to the specific ways texts are used in the discipline in question. Hence, the key aspect necessitates the integration of a disciplinary and a literacy perspective on classroom text practices.
Methodologically, the observational study is inspired by focused ethnography (Knoblauch, 2005), and the above-mentioned double perspective is manifested by the fact that the research team is organized around six pairs of scholars constituted by one expert in science didactics and one
literacy expert. Each pair has been assigned to one of the six schools participating in the project.
In total, we have made observations in 120 science lessons in lower secondary classrooms, almost equally divided between grades (grade 7, 8 and 9) and between the three subjects, biology, physics/chemistry and geography.
The observations have been conducted according to a common observation guide developed collaboratively in joint methods sessions. The main data source consists of field notes supplemented by photos, recordings and instructional documents. Applying NVivo, the data has been analyzed collaboratively following a three-stage analytical procedure based on an initial coding matrix developed in abductive process by the research team. This analytical procedure has allowed us to identify five major patterns characterizing literacy practices in the science classrooms.
The theoretical framework for the study is disciplinary literacy (Moje, 2008; Shanahan & Shanahan, 2012). A key aspect of disciplinary literacy is that literacy instruction in a specific discipline must be adapted to the specific ways texts are used in the discipline in question. Hence, the key aspect necessitates the integration of a disciplinary and a literacy perspective on classroom text practices.
Methodologically, the observational study is inspired by focused ethnography (Knoblauch, 2005), and the above-mentioned double perspective is manifested by the fact that the research team is organized around six pairs of scholars constituted by one expert in science didactics and one
literacy expert. Each pair has been assigned to one of the six schools participating in the project.
In total, we have made observations in 120 science lessons in lower secondary classrooms, almost equally divided between grades (grade 7, 8 and 9) and between the three subjects, biology, physics/chemistry and geography.
The observations have been conducted according to a common observation guide developed collaboratively in joint methods sessions. The main data source consists of field notes supplemented by photos, recordings and instructional documents. Applying NVivo, the data has been analyzed collaboratively following a three-stage analytical procedure based on an initial coding matrix developed in abductive process by the research team. This analytical procedure has allowed us to identify five major patterns characterizing literacy practices in the science classrooms.
| Originalsprog | Dansk |
|---|---|
| Titel | Literacy practices in science teaching in Danish lower secondary school |
| Publikationsdato | 2025 |
| Status | Udgivet - 2025 |
| Navn | ESERA Conference Proceedings |
|---|
Emneord
- Uddannelse, professioner og erhverv
- Skoler, fag og institutioner
- Læring, pædagogik og undervisning