Texts, Tasks, and Talk: A Social Learning Pathway to STEM Literacy, Engagement and Belonging


  • Nika Hogan Pasadena City College, California Community Colleges Success Network (3CSN), and WestEd Author
  • Emily Daniell Magruder California State University Author
  • Silvana McCormick Redwood Consulting Collective, Inc. Author


disciplinary literacy, active learning, communities of practice


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.