Disciplinary Literacy in Space Science

The recently released Framework for K-12 Science Education (NRC, 2012) characterizes the discipline of science as a collection of key practices, which includes the ability to obtain, communicate and evaluate information from text and other resources, such as models, simulations, and visual representations. Some consider the development of disciplinary literacy­–the specialized skills needed to authentically read and write in subjects such as science–as a fundamental civil right (e.g., Greenleaf, 2009; Lee, 2004; Shanahan & Shanahan, 2011), while others highlight the social justice aspects of young adults acquiring this repertoire of skills necessary for life and the workplace (see Moje, 2007 for a review).Yore (2003) contends that disciplinary literacy is scientific literacy.

Disciplinary literacy in science relies not only on disciplinary knowledge (i.e., concepts), but also on awareness of disciplinary traditions that lead to that knowledge (i.e., practices). Text plays an integral part of the knowledge and theory building in science (Kamil & Barnhardt, 2004), especially in subdomains such as astronomy. Because of the vast space and time scales on which phenomena in space occur, it is often difficult to observe and manipulate these occurrences directly.Investigating star cycles, planetary distance, and lunar motion requires abstraction and interpretation of the natural world, a process that textual tools can support. 

The argument for developing disciplinary literacy in space science does not require accomplished science teachers to abandon what they already know to be best practices in space science teaching.On the contrary, the use of models, simulations, visual representations and other firsthand experiences greatly enhance students' abilities with tackling complex text and meeting the performance tasks expected by the Next Generation Science Standards and the Common Core Standards in English Language Arts and Literacy in History, Social Studies, Science and Technical Subjects. In what ways do you support the development of disciplinary literacy in your space science classroom? Please comment on how you engage your science learners in literacy when teaching space science. 

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References:

Greenleaf, C., & Hinchman, K. (2009). Reimaging our inexperienced adolescent readers: From struggling, striving, marginalized, and reluctant to thriving. Journal of Adolescent & Adult Literacy, 53(1), 4-13.
Kamil, M.L.,  & Bernhardt, E.B. (2004). The science of reading and the reading of science: Successes, failures, and promises in 

        the search for prerequisite reading skills in science. In E. Wendy Saul (Ed.) Crossing boarders in science and literacy            
        instruction: Perspectives on theory and practice, 111-122. Newark, DE: International Reading Association.
Lee, C.D. (2004). Literacy in the academic disciplines and the needs of adolescent struggling readers. Annenberg Institute for School Reform, V*U*E* Winter/Spring.

Moje, E. B. (2007). Developing socially just subject-matter instruction: A review of the literature on disciplinary literacy 

        teaching. Review of Research in Education 2007 31(1), 1-44.
National Research Council. (2012). Framework for K—12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. 

        Washington, D.C.: The National Academies Press.
Shanahan, T., & Shanahan, C. (2011). Analysis of expert readers in three disciplines: History, mathematics and chemistry.

        Journal of Literacy Research, 43(4), 393-429.