This session highlights a case study inquiry into how undergraduates construct and enact literacy knowledge in disciplinary contexts. The researcher will present the study’s design, findings, and implications for practice and research. Participants will also discuss the potential of sociocultural perspectives in advancing our understanding and support of college literacy.
The presentation will consist of an overview of the research study, detailing the literature and theoretical framework, methods, and analytic procedures used in the inquiry. The presenter will then discuss the initial findings of the study, using student participants’ accounts to support the analysis and highlight their agency as disciplinary learners. Time will be given throughout the presentation for participant questions. The session will conclude with small group discussions about the nature of reading in disciplinary contexts, how educators can support students’ development of disciplinary literacy knowledge, and opportunities for further inquiry into understanding of college reading practices and outcomes.
