Digitally Supported Disciplinary Literacy in Elementary Instruction

The problem in this research is the low learning outcomes Indonesian students fourth grade Instruction 12/79 Wollangi Barebbo District of Bone regency. The formulation of the problem in this research is how the application of the method Jigsaw read in improving learning outcomes Indonesian students fourth grade Inpres12 / 79 Wollangi Barebbo District Subdistrict Bone? The purpose of this study is to describe the application of Jigsaw reading method in improving learning outcomes Indonesian on fourth grade students Instruction 12/79 Wollangi Barebbo District of Bone regency. This research approach is descriptive qualitative approach to the type of classroom action research cycle repeated / cyclic that includes planning, implementation, observation and reflection. The focus of this research is the application of methods Jigsaw reading and learning outcomes Indonesian. Subjects were students in fourth grade Instruction 12/79 Wollangi Barebbo District of Bone regency. Research data collection techniques are tests and observation. Data analysis techniques in the study of data reduction, data presentation, draw conclusions and verification. The results showed an increase in student learning outcomes of the first cycle with enough categories to increase to both categories at the second cycle. The conclusion of the research is the application of methods Jigsaw reading can improve learning outcomes Indonesian students fourth grade Instruction 12/79 Wollangi Barebbo District of Bone regency.

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Teaching disciplinary literacy through historical inquiry: Training teachers in disciplinary literacy and historical inquiry instructional practices

The Journal of Social Studies Research ◽

10.1016/j.jssr.2021.03.001 ◽

2021 ◽

Author(s):

Serina A. Cinnamon ◽

Mabel O. Rivera ◽

Heather Kimberly Dial Sellers

Keyword(s):

Instructional Practices ◽

Disciplinary Literacy ◽

Historical Inquiry

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A Literature Review on Disciplinary Literacy

Journal of Adolescent & Adult Literacy ◽

10.1002/jaal.256 ◽

2013 ◽

Vol 57 (5) ◽

pp. 397-406 ◽

Cited By ~ 17

Author(s):

Ann Marie Hillman

Keyword(s):

Literature Review ◽

Disciplinary Literacy

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The Tomato Pip's Story: Creative Narratives as Bridging Cultural and Science Discourses for Indigenous Students

The Australian Journal of Indigenous Education ◽

10.1017/jie.2017.11 ◽

2017 ◽

Vol 47 (2) ◽

pp. 171-184

Author(s):

Lorrin Ruihi Shortland ◽

Terry Locke

Keyword(s):

Digestive System ◽

Indigenous Education ◽

Disciplinary Literacy ◽

Word Count ◽

Indigenous Students ◽

Science Discourse ◽

Group Data ◽

Focus Group Data ◽

Human Digestive System

This article reports on what happened when a Rumaki pūtaiao kaiako (Science) teacher at a New Zealand high school trialled the use of creative narratives with her Year-10 students as a way of developing their understanding of the human digestive system. These students were members of the school's Māori immersion unit, and creative narratives were in part utilised as a bridge between science discourse and the cultural knowledges these students brought to their learning. In this case study, students developed ‘Tomato Pip’ narratives through four versions, which told the story of a tomato pip travelling through the human digestive system. Word-count data based on these versions and from a summative test were analysed and correlations found between test scores and three categories of word-count total (total words, total science words and total discrete science words). A discourse analysis of one student's narratives identified two distinct voices in these texts: the personal narrator and the emerging biologist. Questionnaire and focus-group data indicated that the use of creative narratives was both motivational to these students and effective as a bridge into science discourse mastery. It is argued that the findings have implications for disciplinary literacy theory, Indigenous education and science instruction.

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