Examining a Phased Planning Approach to Support Elementary Preservice Teachers in Disciplinary Literacy-Focused Instruction

Abstract

This study reports qualitative findings related to elementary preservice teachers’ perceptions and use of a six-phased planning approach, titled Planning for Elementary Digitally-Supported Disciplinary Literacy, to integrate digitally supported disciplinary literacy into lesson planning. Preservice teachers in this study were seeking PK-6 licensure and were enrolled in a semester-long graduate-level course focused on disciplinary and content literacy, with an emphasis on the integration of digital tools to support disciplinary literacy. The phased approach considered Core Disciplinary Practices to scaffold preservice teachers’ planning. An inductive qualitative approach was used to collect and analyze data. Thematic results explore preservice teachers’ negotiations of knowledge of print and digital texts and tools to plan for disciplinary literacy, preservice teachers’ perceptions regarding complexities of disciplinary literacy in elementary grades, and the idea of core disciplinary practices as a gateway for a reconsideration of literacy. These results provide implications for how elementary teachers might be supported in integrating disciplinary literacy into their classrooms in a manner that aligns with the goals and constructs of elementary education.