Digitally Supported Disciplinary Literacy in Elementary Instruction

This article addresses the considerations on what they term digitally supported elementary disciplinary literacy in elementary grade (K–5) instruction. In doing so, the authors focus on the particularities of elementary instruction and what disciplinary literacy might look like in those grade levels...

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Bibliographic Details
Published inThe Reading teacher Vol. 75; no. 4; pp. 463 - 474
Main Authors Colwell, Jamie, Hutchison, Amy, Woodward, Lindsay
Format Journal Article
LanguageEnglish
Published Newark Wiley 01.01.2022
Blackwell Publishing Ltd
Subjects
2‐Childhood
Computer Uses in Education
Content Area Reading
Content Area Writing
Digital literacy
Educational technology
Elementary Education
Elementary Schools
Instructional models
Instructional strategies, teaching strategies
Literacy
Literacy Education
Reading Instruction
Specific subject areas (math, art, etc.)
Teaching
Text types, text features
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Summary:This article addresses the considerations on what they term digitally supported elementary disciplinary literacy in elementary grade (K–5) instruction. In doing so, the authors focus on the particularities of elementary instruction and what disciplinary literacy might look like in those grade levels, with a particular emphasis on digital tools and texts, to propose suggestions for teachers to more readily integrate disciplinary literacy in elementary school. Specifically, the authors consider that elementary disciplinary literacy instruction should emphasize four Core Disciplinary Practices (CDPs) that are applicable across elementary disciplinary instruction to build critical foundational skills applicable to disciplinary literacy, as well as ideas for the central role digital texts and tools can play in this instruction.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.2070