Brendan Mac Mahon
Making the invisible visible: disciplinary literacy in secondary school classrooms
Ollscoil na Gaillimhe – University of Galway
ireland policy literacy aims expand role postprimary teachers subjects developing students literacy skills paper draws data wider research study carried secondary schools 2010 focuses classroom support disciplinary literacy provided subject teachers students literacy difficulties brief outline provided context perspectives informing study well research methods used findings examined backdrop policy developments literacy second level within context wider policy change teachers lack professional knowledge combined barriers wider system level identified significant challenge pedagogical change classroom level implications policy implementation initial teacher education cultural change school level discussed argued literacy must repositioned central aspect subject pedagogy teachers subject experts supported unpacking sharing students discourse practices ways viewing communicating world characteristic academic disciplines