ERIC Number: EJ1331821
Record Type: Journal
Publication Date: 2022
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2472-5889
EISSN: N/A
Using Mentor Texts to Develop Disciplinary Literacy of Scholarly Practitioners through Dissertations in Practice
Markos, Amy; Buss, Ray R.
Impacting Education: Journal on Transforming Professional Practice, v7 n1 p9-15 2022
In this essay, we described how we use mentor texts (MTs) to foster students' disciplinary literacy--reading, writing, thinking, and performing abilities in an area related to their problem of practice. We did this by carefully creating scaffolded learning experiences affording them with multiple, situated learning opportunities over time that allow students to move to central roles as scholarly practitioners where they now contribute in meaningful ways to disciplinary-based literacy. In this process, students were transformed from being readers of MTs where they were consuming the MTs for content to being producers, writers, of MTs that influenced others. This transformation was couched in Wenger's Community of Practice framework. We provided a detailed presentation of how we implement the MT process throughout the EdD program. We discussed challenges and next steps and concluded with questions readers might consider as they contemplate whether using MTs might be beneficial to students in their programs.
Descriptors: Content Area Reading, Content Area Writing, Scaffolding (Teaching Technique), Situated Learning, Doctoral Students, Doctoral Dissertations, Communities of Practice
University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Grant or Contract Numbers: N/A