Toward transdisciplinarity: Constructing meaning where disciplines intersect, combine, and shift
- Type
- Journal article
- Venue
- Literacy Research: Theory, Method, and Practice
- Year
- 2022
- DOI
- 10.1177/23813377221113515
- Full text
- Cite
-
Radakovic, N., O'Byrne, W. I., Negreiros, M., Hunter-Doniger, T., Pears, E., & Littlejohn, C. (2022). Toward transdisciplinarity: Constructing meaning where disciplines intersect, combine, and shift. Literacy Research: Theory, Method, and Practice, 71(1), 398-417. https://doi.org/10.1177/23813377221113515
Radakovic, Nenad, W Ian O'Byrne, Melissa Negreiros, Tracey Hunter-Doniger, Emily Pears, and Cymone Littlejohn. 2022. "Toward transdisciplinarity: Constructing meaning where disciplines intersect, combine, and shift." Literacy Research: Theory, Method, and Practice 71, no. 1: 398-417. https://doi.org/10.1177/23813377221113515.
@article{radakovic2022toward, author = {Radakovic, Nenad and O'Byrne, W Ian and Negreiros, Melissa and Hunter-Doniger, Tracey and Pears, Emily and Littlejohn, Cymone}, title = {{Toward transdisciplinarity: Constructing meaning where disciplines intersect, combine, and shift}}, journal = {Literacy Research: Theory, Method, and Practice}, year = {2022}, volume = {71}, number = {1}, pages = {398--417}, doi = {10.1177/23813377221113515}, url = {https://doi.org/10.1177/23813377221113515}, }TY - JOUR AU - Radakovic, Nenad AU - O'Byrne, W Ian AU - Negreiros, Melissa AU - Hunter-Doniger, Tracey AU - Pears, Emily AU - Littlejohn, Cymone TI - Toward transdisciplinarity: Constructing meaning where disciplines intersect, combine, and shift JO - Literacy Research: Theory, Method, and Practice PY - 2022 VL - 71 IS - 1 SP - 398-417 DO - 10.1177/23813377221113515 UR - https://doi.org/10.1177/23813377221113515 ER - - Topics
- literacy · education · teacher-education · research
Abstract
Although literacy research has traditionally focused on content area and disciplinary literacies; in this study, we argue for the importance of transdisciplinarity. We employed a participatory action research design to examine pre-service teachers’ (PST) planning of a transdisciplinary math and music lesson to understand how conceptual framing of pedagogy and instructional practice can be shifted from content literacies to transdisciplinarity. Our area of inquiry focused on how PSTs’ understanding of transdisciplinarity shifted as they planned, taught, and reflected on instruction and how these shifts were supported by others. We documented evidence of how the lesson progressed from disciplinary thinking to interdisciplinary, multidisciplinary, and transdisciplinary thinking throughout the planning process. We also documented how the process of planning, teaching, coaching, and reflecting provided PSTs with an opportunity to better understand the connections between transdisciplinarity and pedagogy.
📄 Full Text
![[Toward_Transdisciplinarity_Constructing.pdf]]
Notes
Reading notes and annotations to be added.
Connected Concepts
- [[Disciplinary Literacy]]
- [[Content Area Literacy]]
- [[Transdisciplinarity]]
- [[Teaching Philosophy]]
Connected Concepts
- [[Disciplinary Literacy]]
- [[Teaching Philosophy]]
- [[Digital Literacy]]