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ERIC Number: EJ1161060
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-5841
EISSN: N/A
Critical Literacy, Disciplinary Literacy: Reading the Engineering-Designed World
Wilson-Lopez, Amy; Strong, Kristin; Sias, Christina
Theory Into Practice, v56 n4 p238-245 2017
Globally, many people spend most of their time interacting with the products of engineering design as they wear clothes, drink clean water, use transportation systems, and more. Given the omnipresence of engineering design, whose material results are felt daily in people's lives, it seems especially important that students learn to recognize and question how certain designs promote the welfare and interests of some while remaining inaccessible to others. In this article, we outline a vision for critical literacy instruction in engineering that simultaneously incorporates and challenges professional standards. We--an associate professor of literacy, an engineer, and a teacher at an engineering-focused high school--illustrate how critical literacy instruction might be enacted in the context of engineering design instruction in high schools. We describe how critical literacy can complement disciplinary literacy instruction in engineering as students use critically-focused, disciplinary lenses to move toward social justice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1222566