ERIC Number: EJ1146616
Record Type: Journal
Publication Date: 2017-Jun
Abstractor: As Provided
Reference Count: 33
SciJourn Is Magic: Construction of a Science Journalism Community of Practice
Nicholas, Celeste R.
Cultural Studies of Science Education, v12 n2 p275-298 Jun 2017
This article is the first to describe the discoursal construction of an adolescent community of practice (CoP) in a non-school setting. CoPs can provide optimal learning environments. The adolescent community centered around science journalism and positioned itself dichotomously in relationship to school literacy practices. The analysis focuses on recordings from a panel-style research interview from an early implementation of the "Science Literacy Through Science Journalism" (SciJourn) project. Researchers trained high school students participating in a youth development program to write science news articles. Students engaged in the authentic practices of professional science journalists, received feedback from a professional editor, and submitted articles for publication. I used a fine-grained critical discourse analysis of genre, discourse, and style to analyze student responses about differences between writing in SciJourn and in school. Students described themselves as agentic in SciJourn and passive in school, using an academic writing discourse of deficit to describe schooling experiences. They affiliated with and defined a SciJourn CoP, constructing positive journalistic identities therein. Educators are encouraged to develop similar CoPs. The discursive features presented may be used to monitor the development of communities of practice in a variety of settings.
Descriptors: Secondary School Science, Adolescents, Science Education, Journalism Education, Communities of Practice, Informal Education, High School Students, Youth Programs, News Writing, Writing for Publication, Discourse Analysis, Active Learning, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0822354