Kristine E. Pytash

Engaging Preservice Teachers in Disciplinary Literacy Learning Through Writing

The field of content area literacy instruction is shifting from a general understanding of literacy towards disciplinary literacy. Much of the work in the field of disciplinary literacy has focused on reading, while writing has often been overlooked. This article summarizes the findings of a qualitative case study of two preservice teachers as they experienced a unit of study during a Reading in the Content Areas course. Described in the article is how the unit of study as a writing assignment encompasses three aspects of disciplinary literacy: (1) discourses and practices in disciplinary learning and literacy, (2) identities and identifications in disciplinary learning and literacy, and (3) knowledge in disciplinary learning and literacy. Results found the unit of study enhanced preservice teachers’ knowledge of their discipline and writing instruction. The unit of study approach to writing instruction may offer literacy educators a way to engage preservice teachers in writing specific to their discipline.

Secondary Preservice Teachers’ Development of Teaching Scientific Writing

Educators have argued the need for greater attention on how teachers learn to teach writing in science (Kelly and Bazerman in Appl Linguist 24(1):28–55, 2003; Martin in Writing science: literacy and discursive power. University of Pittsburgh Press, Pittsburgh, pp 166–202, 1993). This article summarizes the findings of a qualitative study of five science preservice teachers as they experienced a unit of study, an inquiry-based instructional framework for the teaching of writing. Results found initially the science preservice teachers did not have knowledge of specific instructional approaches to teach writing. The science preservice teachers engaged in critical and analytical reading and writing, which enhanced their knowledge of writing and how to teach writing. The unit of study approach to writing may offer teacher educators a way to engage science preservice teachers in a method to teach scientific writing.

Exploring Technology for Writing and Writing Instruction

Kristine E. Pytash is an assistant professor in Teaching, Learning and Curriculum Studies at Kent State University’s College of Education, Health, and Human Services, where she co-directs the secondary Integrated Language Arts teacher preparation program. Prior to obtaining her Ph.D. in curriculum and instruction with a concentration on literacy education, she was a former high school English teacher. Her research focuses on disciplinary writing, writing instruction in juvenile detention facilities and the literacy practices of youth in alternative schools and juvenile detention facilities. Her recent work has appeared in the Journal of Adolescent & Adult Literacy, English Journal, Voices from the Middle, and Middle School Journal. She has reviewed for Voices from the Middle and the British Journal of Educational Technology. Released: July 2013 An Excellent Addition to Your Library!

Developing Digital and Media Literacies in Children and Adolescents

In today’s global culture and economy, in which individuals have access to information at their fingertips at all times, digital and media literacy are essential to participate in society. But what specific competencies must young citizens acquire? How do these competencies influence pedagogy? How are student knowledge, attitudes, and behaviors changed? What are the best ways to assess students’ digital and media literacy? These questions underscore what parents, educators, health professionals, and community leaders need to know to ensure that youth become digitally and media literate. Experimental and pilot programs in the digital and media literacy fields are yielding insights, but gaps in understanding and lack of support for research and development continue to impede growth in these areas. Learning environments no longer depend on seat time in factory-like school settings. Learning happens anywhere, anytime, and productivity in the workplace depends on digital and media literacy. To create the human capital necessary for success and sustainability in a technology-driven world, we must invest in the literacy practices of our youth. In this article, we make recommendations for research and policy priorities.

Girls on the Fringe: The Writing Lives of Two Adolescent Girls.

Writing plays an important role in young adults’ lives. It is tied to academic achievement and also provides young adults with a voice in social interactions, a way to express their feelings, and an opportunity to reflect on life events. This study explores the writing practices of 2 adolescent girls: Suzanne and Molly. On multiple occasions they had been suspended from school, attended an alternative school, and both had been incarcerated. Suzanne and Molly identified themselves as writers, as their personal writing served as a coping mechanism, a tool for communication, and a way to voice their lived experiences. Despite the power of writing in their lives, their in-school writing instruction was almost nonexistent.