Revisioning Student Learning: Applying Disciplinary Literacy to Curricula Design
Why do students succeed? More poignantly, why do students fail? This article offers a series of scaffolded models to render disciplinary literacy overt, explicit and clear. We show how ‘disciplinary literacy’ is a phrase, trope, and concept that underpins theoretical models to enable student success...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Tishk International University
2023-03-01
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| Series: | International Journal of Social Sciences & Educational Studies |
| Subjects: | |
| Online Access: | https://ijsses.tiu.edu.iq/index.php/volume-10-issue-2-article-13/ |
| _version_ | 1797418749210394624 |
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| author | Narelle Hunter Tara Brabazon Jamie Quinton |
| author_facet | Narelle Hunter Tara Brabazon Jamie Quinton |
| author_sort | Narelle Hunter |
| collection | DOAJ |
| description | Why do students succeed? More poignantly, why do students fail? This article offers a series of scaffolded models to render disciplinary literacy overt, explicit and clear. We show how ‘disciplinary literacy’ is a phrase, trope, and concept that underpins theoretical models to enable student success, while respecting the diversity of student backgrounds and pathways into formal learning. Most importantly, this article reveals the value of reconciling the relationship between the research and teaching functions of academic life. We present models that operate in the spaces between research and teaching, success and failure, form and content, content and context. Our goal is to transcend the labelling of learners, such as ‘at risk’ or ‘high achievers.’ Instead, our models occupy the spaces of learning, rendering them granular, customised and transformative, and ready for deployment in curricula design. |
| first_indexed | 2024-03-09T06:37:27Z |
| format | Article |
| id | doaj.art-a4ae37e851f84e75ad69c7cd0bc1cd7f |
| institution | Directory Open Access Journal |
| issn | 2409-1294 2520-0968 |
| language | English |
| last_indexed | 2024-03-09T06:37:27Z |
| publishDate | 2023-03-01 |
| publisher | Tishk International University |
| record_format | Article |
| series | International Journal of Social Sciences & Educational Studies |
| spelling | doaj.art-a4ae37e851f84e75ad69c7cd0bc1cd7f2023-12-03T10:55:57ZengTishk International UniversityInternational Journal of Social Sciences & Educational Studies2409-12942520-09682023-03-0110216017410.23918/ijsses.v10i2p160Revisioning Student Learning: Applying Disciplinary Literacy to Curricula DesignNarelle Hunter0Tara Brabazon1 Jamie Quinton2College of Science & Engineering, Flinders University, AustraliaCultural Studies, Flinders University, AustraliaSchool of Natural Sciences, Massey University, New ZealandWhy do students succeed? More poignantly, why do students fail? This article offers a series of scaffolded models to render disciplinary literacy overt, explicit and clear. We show how ‘disciplinary literacy’ is a phrase, trope, and concept that underpins theoretical models to enable student success, while respecting the diversity of student backgrounds and pathways into formal learning. Most importantly, this article reveals the value of reconciling the relationship between the research and teaching functions of academic life. We present models that operate in the spaces between research and teaching, success and failure, form and content, content and context. Our goal is to transcend the labelling of learners, such as ‘at risk’ or ‘high achievers.’ Instead, our models occupy the spaces of learning, rendering them granular, customised and transformative, and ready for deployment in curricula design.https://ijsses.tiu.edu.iq/index.php/volume-10-issue-2-article-13/disciplinary literacycurricula designstem educationstudent successmultimodality |
| spellingShingle | Narelle Hunter Tara Brabazon Jamie Quinton Revisioning Student Learning: Applying Disciplinary Literacy to Curricula Design International Journal of Social Sciences & Educational Studies disciplinary literacy curricula design stem education student success multimodality |
| title | Revisioning Student Learning: Applying Disciplinary Literacy to Curricula Design |
| title_full | Revisioning Student Learning: Applying Disciplinary Literacy to Curricula Design |
| title_fullStr | Revisioning Student Learning: Applying Disciplinary Literacy to Curricula Design |
| title_full_unstemmed | Revisioning Student Learning: Applying Disciplinary Literacy to Curricula Design |
| title_short | Revisioning Student Learning: Applying Disciplinary Literacy to Curricula Design |
| title_sort | revisioning student learning applying disciplinary literacy to curricula design |
| topic | disciplinary literacy curricula design stem education student success multimodality |
| url | https://ijsses.tiu.edu.iq/index.php/volume-10-issue-2-article-13/ |
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