||Exploring the Overlap between “Literacy for Science” and the Practice of
Obtaining, Evaluating, and Communicating Information: A Workshop
The recent movement in K-12 education toward common standards in key subjects represents an unprecedented opportunity for improving learning outcomes for all students. These standards initiatives -- the Common Core State Standards (CCSS) for English Language Arts/Literacy (ELA) and Mathematics and the Next Generation Science Standards (NGSS) -- have been developed separately, yet there are areas where the standards intersect directly. In the CCSS for ELA/Literacy “literacy for science” is addressed specifically in the Standards for Literacy in History/Social Studies, Science, and Technical Subjects for middle and high school and it is embedded in the K-5 standards. In the NGSS “literacy for science” is addressed in the Science and Engineering Practices dimension. The objectives for students outlined in these two documents are similar, but reflect some differences in the kinds of knowledge and skills that are emphasized. It is essential to develop an understanding of how the two sets of standards can complement each other and be used in concert to improve students’ reasoning with evidence, knowledge building, and communicating in science, including reading, writing, as well as listening and speaking.
To address this need, the National Research Council is hosting a workshop that will bring together education researchers; ELA and science curriculum developers; teacher professional development providers; state, district and school level education specialists; district and school administrators, science and ELA teachers, and other relevant stakeholders to:
-explore the intersections and overlap between the "literacy for science" portions of the CCSS for ELA/Literacy and Practice 8 in the NRC's framework related to "obtaining, evaluating, and communicating information" including consideration of the unique characteristics of communication in science;
-consider the complementary roles of ELA teachers and science teachers as well as the unique challenges and approaches for different grade levels and articulate the knowledge and skills teachers need to support students in developing competence in reading, reasoning, and communicating in science;
-consider design options for teaching approaches and strategies that provide aligned support for students to develop competencies in reading and communicating in science; and
-discuss the role of district and school administrators in guiding implementation of science and ELA to help ensure alignment.