DISCIPLINARY LITERACY PAPER

Disciplinary Literacy Paper

Karissa Sarsam

RDG 323

Arizona State University

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Importance of Adolescence Literacy

Students in the modern age are exposed to a wealth of information both in and outside

of a classroom. With the daily use of the internet and a highly accessible world wide web,

students are learning in a very different fashion than what has been traditionally seen in the

past. Literacy is very important to adolescent students because they are at a point in their lives

where their search for an identity makes them vulnerable. The International Literacy Association

states that “In order to thrive as literacy learners, students must feel a sense of collective and

individual belonging.”(Comber, Woods, & Grant, 2017). What this means is that when the

resources available such as the internet can make the world seem like a big and scary place,

educators must use their skills to allow students to use their own voice to curate individuality

and belonging.

So what is literacy? Oxford Languages Dictionary defines literacy as “competence or

knowledge in a specified area.” (Oxford Languages). Literacy must especially be utilised in a

classroom of adolescents because they are just starting to actually become more

knowledgeable and competent in a select few areas. Teaching literacy to students in a

technological age such as our own includes helping them navigate information in a way that

ensures they are absorbing quality information. Students at this age have a particular interest in

expanding their knowledge on the internet because it is right at their fingertips, this means that

teachers can take advantage of that eagerness to engage students towards becoming more

literate. By bringing technology into the classroom, this creates a two way path in which digital

tools assist students with learning, and educators assist students with how to use digital tools.

Bringing this type of learning into the classroom can also open up the possibility for students to

use these tools outside of the classroom to best facilitate their own learning and literacy.

Independence in the classroom can be provided in a way that it never was before

through the use of computers in the classroom. This helps students feel that they have some

control and contribution to their education. The ILA also states that “Giving students the
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autonomy to select texts paired with teacher-chosen texts bolsters not only their engagement

but also their overall literacy development” (Afflerbach & Harrison, 2017). What this illustrates is

that the use of technology to give students independence is also another way to harness their

attention and curiosity towards the content.

Science Literacy

Literacy is important in all subject areas, and can look different based on the content. In

a science classroom, students' literacy must be guided through the use of digital and

mechanical technology. For labs in particular, students must know the functions of various lab

equipment as well as how to operate them. For digital literacy, students will likely use computers

or phones to participate in laboratory simulations as well as to conduct research. Students not

only need to learn various scientific concepts, but they must also demonstrate their abilities to

apply their knowledge of those concepts (Victoria State Government, 2021).

Science is also a discipline that relies heavily on literacy in math and English as well. For

example, in order for a student to be competent in their science classroom, they must be

familiar with the vocabulary of the concept. Some vocabulary in science can utilize regular

words from the English language that may mean something entirely different outside of a

science setting. This is why students must be assessed regularly on their knowledge of

necessary vocabulary words in order to both maintain and improve literacy skills. In a research

article by Dominique Brossard, she explains how a basic knowledge of scientific vocabulary not

only contributes to scientific literacy, but also civic literacy (D. Brossard, 2006). This article

places a unique emphasis on literacy in the science classroom specifically with the thought that

it is used and understood on such a widespread level.

Being considered perfectly literate in a science classroom would most definitely mean a

fairly decent literacy in math. When it comes to math and science, they tend to go hand in hand

more often than not. For example, a lot of the data collected in a science classroom must be

interpreted through mathematical means. Whether this be measurements, graphing plots, or

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averaging out data, math skills are a necessary component for literacy in a science classroom. It

is important as educators to be aware of the appropriate level of math skills an average student

in the classroom will have. This allows for the teacher to keep the emphasis on science without

having to do much catch up work on the math front. It is also important for math teachers to

incorporate the necessary skills such as interpreting graphs in order for students to be prepared

in all their courses. There has been a new emphasis in recent years that shifts the focus of

highschool math towards statistics rather than calculus (Gonser, 2020). This means that the

study of civics and science is becoming more important in its connection to math.

Challenges

When it comes to learning in a science classroom, there are so many outside factors

that play into the overall literacy. The presence of all other subjects such as math, english, and

history can make it difficult for students to excel in science if they lack foundation in one of

these. There is also the use of so many resources, both physical and digital, that can create

challenges for students if they are not literate in using such resources.

In science textbooks, the primary learning aide aside from the text is all the visual art

and illustrations. A lot of visual aids can be misleading to students (SERP, n.d.). Whether they

are not explained correctly, or the illustration is just plain wrong, when students are taught to

rely on a drawing for the basic understandings of science, challenges can arise. This being

considered, it is very important for science teachers to show multiple visual interpretations of a

concept so that students can get the best understanding possible. An explanation that may work

for one student, will not always necessarily work for another student. As an educator of

biological sciences, I am especially aware that many of the lessons need to be supported with

visuals and I will have to make many selective decisions around what type of aid to use.

Digital and mechanical literacy can also pose challenges for students in the science

classroom. With virtual aids such as laboratory simulations and research, students who are not

familiar with the use of technology can suffer in this area. Some students may not be able to
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properly use those resources provided to them due to technological illiteracies and this can

hinder the learning process. In terms of mechanical tools, the laboratory is an important place in

the science classroom. The items used in a lab require a precise understanding of how they

work in order to perform and interpret labs correctly. Scales and measuring devices are used

regularly and can pose challenges for those students who have little experience with them. It is

important for science teachers to take a few days to get students familiar with these tools so that

they can use them throughout the year as well as along their entire high school careers.

Regardless of preparation, there will always be some students who continue to struggle in their

digital and mechanical literacy in the science classroom. For this reason, it is best to always

utilise groupwork in the classroom to ensure no student is left behind.

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References

1. Brossard, D., & Shanahan, J. (2006). Do they know what they read? building a scientific

literacy measurement instrument based on science media coverage. Science

Communication, 28(1), 47–63. https://doi.org/10.1177/1075547006291345

2. Gonser, S. (2020, January 10). Connecting math and science to reading and writing.

Edutopia. Retrieved November 30, 2021, from

https://www.edutopia.org/article/connecting-math-and-science-reading-and-writing.

3. International Literacy Association. (2019). Ila engagement and Adolescent Literacy.

Retrieved November 30, 2021, from https://www.literacyworldwide.org/docs/default-

source/where-we-stand/ila-engagement-and-adolescent-literacy.pdf.

4. Reading for science literacy strategies & comprehension. SERP. (n.d.). Retrieved

November 30, 2021, from https://www.serpinstitute.org/reading-science.

5. Victoria State Government. (2021, October 29). Introduction to literacy in science.

Department of Education and Training Victoria. Retrieved November 30, 2021, from

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/lit

eracy/Pages/introduction_to_literacy_in_science.aspx#:~:text=Literacy%20in

%20Science%3A,understand%20and%20communicate%20scientific%20knowledge.