Bringing academic disciplines together to focus on literacy: a secondary school case study
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 10 September 2024
Issue publication date: 18 November 2024
Abstract
Purpose
The purpose of this qualitative study was to bring together teachers from different academic disciplines to engage them in lesson study (LS) cycles with a focus on literacy.
Design/methodology/approach
This research employed a qualitative case study and occurred in one secondary school along the Texas (USA) and Mexico border. Ten teachers representing six academic disciplines participated in eight LS cycles to reflect on their knowledge of literacy, including when, if at all, they integrated literacy when planning and teaching lessons. About 20 students shared their impressions, feelings and thoughts about the lessons.
Findings
Teachers learned that literacy standards exist in each academic discipline and that integrating reading and writing during lessons allowed for more increased dialogue between/among teachers and students. The principal learned that teachers from all academic disciplines need differentiated, sustained professional learning opportunities on how to teach literacy skills.
Originality/value
Teachers often work alone or within their respective academic departments, whereas this project focused on secondary teachers from six academic disciplines taking part in LS cycles with a common focus on literacy. Sustained opportunities for teachers to study their standards and curriculum materials, plan and teach lessons and share perspectives from classroom observations resulted in new knowledge about ways to include literacy in any academic discipline. A schoolwide professional learning community focused on literacy could act as a catalyst for instructional change.
Keywords
Citation
Michel, D.A. (2024), "Bringing academic disciplines together to focus on literacy: a secondary school case study", International Journal for Lesson and Learning Studies, Vol. 13 No. 4, pp. 280-293. https://doi.org/10.1108/IJLLS-07-2023-0106
Publisher
:Emerald Publishing Limited
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