Using Mentor Texts to Develop Disciplinary Literacy of Scholarly Practitioners Through Dissertations in Practice

• Published in: Impacting education Vol. 7; no. 1; pp. 9 - 15
• Main Authors: Markos, Amy, Buss, Ray R.
• Format: Journal Article
• Language: English
• Published: Pittsburgh University Library System, University of Pittsburgh 01.01.2022
• Subjects: Communities of Practice; Content Area Reading; Content Area Writing; disciplinary literacy; dissertation in practice; Dissertations & theses; Doctoral Dissertations; Doctoral Students; Graduate studies; Literacy; mentor texts; Mentors; scaffolding; Scaffolding (Teaching Technique); scholarly practitioners; Situated Learning; Arizona

In this essay, we described how we use mentor texts (MTs) to foster students’ disciplinary literacy—reading, writing, thinking, and performing abilities in an area related to their problem of practice. We did this by carefully creating scaffolded learning experiences affording them with multiple, si...