Texts, Tasks, and Talk: A Social Learning Pathway to STEM Literacy, Engagement and Belonging
Keywords:
disciplinary literacy, active learning, communities of practiceAbstract
This article presents a community of practice (CoP) designed to help California State University and California Community College STEM faculty implement active, equity-centered pedagogical changes. Using the Reading Apprenticeship framework as a foundation, the CoP focuses on text based metacognitive conversations to facilitate students’ authentic participation in disciplinary sense- making. The CoP, which emphasizes sustained social learning and dialogue among diverse perspectives, was evaluated using the Value Creation Framework (Wenger et al., 2011). Preliminary findings suggest that participants experienced meaningful value, suggesting potential for overcoming the entrenched culture of lecture-driven instruction and inspiring culture change in STEM instruction.
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