ERIC Number: EJ1174299
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
ISSN: ISSN-0332 3315
Literacy in a 'Broad and Balanced' Primary School Curriculum: The Potential of a Disciplinary Approach in Irish Classrooms
Burke, Patrick; Welsch, Jodi G.
Irish Educational Studies, v37 n1 p33-49 2018
The prominence afforded to literacy in the Irish Primary School Curriculum has received considerable attention in recent years, spurred by Programme for International Student Assessment (PISA) rankings, governmental priorities, public commentary and academic debate. At times, this discourse has presented literacy as a separate and distinct entity to the other areas of the curriculum, including the arts, social and scientific education. The current paper proposes a more integrated view of literacy's role in the curriculum. Recent research on the teaching of literacy in the content areas has emphasised the potential of a disciplinary approach, which embraces the key skills, dispositions and forms of knowledge connected with reading, writing, speaking and listening in different disciplines. This paper examines some of the key features of disciplinary literacy, including its underpinning rationale and learning implications. It also highlights the potential for a disciplinary literacy lens in the review of the Primary School Curriculum, as well as associated opportunities and challenges.
Descriptors: Elementary School Curriculum, Literacy, Curriculum Development, Integrated Curriculum, Educational Change, Educational Policy, Content Area Reading, Content Area Writing, Vocabulary Development, Text Structure, Active Learning, Inquiry, Cooperative Learning, Relevance (Education), Educational Practices, Educational Needs, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A