SciJourn Is Magic: Construction of a Science Journalism Community of Practice

Autor/in	Nicholas, Celeste R.
Titel	SciJourn Is Magic: Construction of a Science Journalism Community of Practice
Quelle	In: Cultural Studies of Science Education, 12 (2017) 2, S.275-298 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-015-9724-2
Schlagwörter	Secondary School Science; Adolescents; Science Education; Journalism Education; Communities of Practice; Informal Education; High School Students; Youth Programs; News Writing; Writing for Publication; Discourse Analysis; Active Learning; Student Attitudes + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Naturwissenschaftliche Bildung; Community; Informelle Bildung; Nichtformale Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Jugendsofortprogramm; Diskursanalyse; Aktives Lernen; Schülerverhalten
Abstract	This article is the first to describe the discoursal construction of an adolescent community of practice (CoP) in a non-school setting. CoPs can provide optimal learning environments. The adolescent community centered around science journalism and positioned itself dichotomously in relationship to school literacy practices. The analysis focuses on recordings from a panel-style research interview from an early implementation of the "Science Literacy Through Science Journalism" (SciJourn) project. Researchers trained high school students participating in a youth development program to write science news articles. Students engaged in the authentic practices of professional science journalists, received feedback from a professional editor, and submitted articles for publication. I used a fine-grained critical discourse analysis of genre, discourse, and style to analyze student responses about differences between writing in SciJourn and in school. Students described themselves as agentic in SciJourn and passive in school, using an academic writing discourse of deficit to describe schooling experiences. They affiliated with and defined a SciJourn CoP, constructing positive journalistic identities therein. Educators are encouraged to develop similar CoPs. The discursive features presented may be used to monitor the development of communities of practice in a variety of settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01