Crash Encounters: Negotiating Science Literacy and Its Sponsorship in a Cross-Disciplinary, Cross-Generational MOOC.
This article examines how scientists, classroom teachers, poetry educators, and youth negotiated the domains of science through their engagement in a two-year Massive Open Online Collaboration (MOOC) funded by the National Science Foundation. To make sense of learners' unconventional and interdiscip...
| Publicado en: | Community Literacy Journal Vol. 16; no. 2; pp. 63 - 89 |
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| Formato: | Artículo |
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Community Literacy Journal
Spring2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=158875898&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 158875898 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15559734 95BQ jtl: Community Literacy Journal issn: 15559734 maglogo: N pubinfo: dt: Spring2022 vid: 16 iid: 2 pid: 58269 pub: Community Literacy Journal artinfo: ui: 158875898 10.25148/clj.16.2.010620 ppf: 63 ppct: 26 formats: fmt: @attributes: type: P size: 2.3MB tig: atl: Crash Encounters: Negotiating Science Literacy and Its Sponsorship in a Cross-Disciplinary, Cross-Generational MOOC. aug: au: West-Puckett, Stephanie affil: Assistant professor of writing and rhetoric at the University of Rhode Island su: National Science Foundation (U.S.) Scientific literacy Classrooms Teachers Culture conflict Frames (Social sciences) sug: subj: National Science Foundation (U.S.) Scientific literacy Classrooms Teachers Culture conflict Frames (Social sciences) keyword: crash encounters interdisciplinary writing multimodality OOC science literacy ab: This article examines how scientists, classroom teachers, poetry educators, and youth negotiated the domains of science through their engagement in a two-year Massive Open Online Collaboration (MOOC) funded by the National Science Foundation. To make sense of learners' unconventional and interdisciplinary writing and the cultural and disciplinary conflicts that emerged around it, I offer a reframing of science literacy as a series of crash encounters. Such a reframing prompts literacy practitioners to anticipate fallout when diverse bodies, objects, and rhetorics collide and, therefore, to better design and participate in interdisciplinary networks to create more dynamic and vibrant approaches to science literacy. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Community Literacy Journal is the property of Community Literacy Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Community Literacy Journal holder: Community Literacy Journal dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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