Title: Disciplinary Literacy and Picture Books in the Primary Classroom
Stream: Interdisciplinary, Multidisciplinary & Transdisciplinary Education
Presentation Type: Virtual Presentation
Lorraine Lawrance, Mary Immaculate College, Ireland
This study seeks to investigate the development of teacher planning in relation to the burgeoning area of disciplinary literacy. At the centre of this research is the recognition that picture books play a central role in teaching and learning across the curriculum in primary schools; with this research deciphering whether picture books may aid disciplinary literacy learning as a child-friendly mode for exploring and teaching the language associated with the various disciplines. With the first mention of disciplinary literacy appearing in our recently published Primary Language Curriculum (2019) immediately followed by the interruption of the Covid-19 pandemic, teachers are yet to discover how this ideology may transpire into every day planning and practice. This case study-led piece of research uses a professional learning community model to engage practitioners in discourse in relation to disciplinary literacy, the use of picture books and teacher planning and preparation for teaching. The Irish curricula is currently in a period of drastic reform, with the Primary Curriculum Framework (2020) laying the foundations of what is yet to come, this research considers the most up-to-date expectations from our National Council for Curriculum Design and Assessment at the cusp of the dissemination and transfer into practice of a completely new curricula. Seeing the teacher as ‘the curriculum maker’, this research thoroughly explores the position of disciplinary literacy in a series of primary settings by working with teachers to identify the ways in which educators can plan for disciplinary literacy in a meaningful and purposeful way.
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