Learning about our Disciplinary Reading through Interdisciplinary Conversations

Karen Manarin; Brett McCollum; Jon Mee; Scott Murray; Jodi Nickel

doi:10.29173/isotl607

Authors

Karen Manarin Mount Royal University
Brett McCollum Mount Royal University
Jon Mee Mount Royal University
Scott Murray Mount Royal University
Jodi Nickel Mount Royal University

DOI:

https://doi.org/10.29173/isotl607

Keywords:

Interdisciplinary, Reflection, Dialogue, Reading, Scholarship of Teaching and Learning

Abstract

This reflective essay explores some of what we have learned by participating in an interdisciplinary Scholarship of Teaching and Learning project about disciplinary reading. In dialogic form, we reflect on why we chose to get involved in this project, how this project has changed our understanding of reading in and across the disciplines, and how it affects our teaching practices going forward. We hope this form will reflect our excitement in these interdisciplinary conversations and will encourage readers to seek opportunities for their own interdisciplinary dialogues about reading. In our conclusion we offer a few framing suggestions for those who wish to set up more conversations about reading

Downloads

Download data is not yet available.

Author Biographies

Karen Manarin, Mount Royal University

Karen Manarin (kmanarin@mtroyal.ca) is a Professor of English and the Board of Governors’ Teaching Chair for Advanced Literacy at Mount Royal University, where she enjoys teaching writing and literature classes. Much of her scholarship focuses on how and why people read in post-secondary contexts.

Brett McCollum, Mount Royal University

Brett McCollum (bmccollum@mtroyal.ca) is a Professor of Chemistry, 3M National Teaching Fellow, and the Board of Governors’ Teaching Chair for Educational Leadership at Mount Royal University. He is a passionate advocate for academic reading, open educational resources, scholarly teaching, and reflective practices.

Jon Mee, Mount Royal University

Jon Mee (jmee@mtroyal.ca) is an Associate Professor of Biology at Mount Royal University. He studies fish to answer questions about the genetic basis of ecologically relevant, or adaptive, traits. He is passionate about teaching undergraduate biology and ecology courses.

Scott Murray, Mount Royal University

Scott Murray (smurray@mtroyal.ca) is an Associate Professor of History in the Department of Humanities at Mount Royal University. A historian of modern Europe, his current research concerns the historical, pedagogical, and ethical implications arising from the use of digital technologies in the collection and dissemination of Holocaust survivor testimony.

Jodi Nickel, Mount Royal University

Jodi Nickel (jnickel@mtroyal.ca) is a Professor of Teacher Education at Mount Royal University. She has engaged in scholarship of teaching and learning (SoTL) research to understand preservice teacher learning through literacy tutoring, the emergence of professional identity, and now the disciplinary reading habits of university students.

References

Howard, R. M., Serviss, T., & Rodrigue, T. K. (2010). Writing from sources, writing from sentences. Writing and Pedagogy, 2(2), 177–192.

Huber, M. T., & Morreale, S. P. (2002). Situating the scholarship of teaching and learning: A cross-disciplinary conversation. Disciplinary styles in the scholarship of teaching and learning: Exploring common ground (pp.1–24). AAHE & Carnegie Foundation for the Advancement of Teaching.

McGuire, S. Y. (2015). Teach students how to learn. Stylus.

Middendorf, J., & Shopkow, L. (2018). Overcoming student learning bottlenecks: Decode the critical thinking of your discipline. Stylus.

Miller-Young, J., & Boman, J. (2017). Using the Decoding the Disciplines framework for learning across the disciplines: New Directions in Teaching and Learning 150. Jossey-Bass.

Moje, E. B., Stockdill, D., Kim, K., & Kim, H. (2011). The role of text in disciplinary learning. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of reading research: Volume 4 (pp. 453–486). Routledge.

Nathan, M. J., & Petrosino, A. (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40(4), 905–928. https://doi-org.libproxy.mtroyal.ca/10.3102/00028312040004905

Pace, D. (2017). The Decoding the Disciplines paradigm. Indiana University Press.

Poole, G. (2013). Square one: What is research? In K. McKinney (Ed.), The scholarship of teaching and learning in and across the disciplines (pp. 135–151). Indiana University Press.

Seburn, T. (2016). Academic reading circles. CreateSpace Independent Publishing Platform.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review 78(1), 40–59.

Wenger, E. (2011). Communities of practice: A brief introduction. http://hdl.handle.net/1794/11736