Using Disciplinary Literacy in Biblical, Religious, and Theological Studies: What Will and Will Not Work

Autor/in	Knight, Floyd
Titel	Using Disciplinary Literacy in Biblical, Religious, and Theological Studies: What Will and Will Not Work
Quelle	In: Journal of Beliefs & Values, 44 (2023) 3, S.397-428 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knight, Floyd)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2022.2136880
Schlagwörter	Intellectual Disciplines; Literacy; Biblical Literature; Andragogy; Theological Education; Critical Literacy; Curriculum Design; Student Centered Learning; Secondary School Teachers; Postsecondary Education; General Education; Scaffolding (Teaching Technique); Teaching Methods; Undergraduate Students; College Faculty; Secondary School Students; Barriers; Religious Education + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Alphabetisierung; Schreib- und Lesefähigkeit; Bibel; Andragogics; Andragogik; Kritisches Lesen; Lehrplangestaltung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Post-secondary education; Tertiäre Bildung; Allgemein bildendes Schulwesen; Allgemeinbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Sekundarschüler; Kirchliche Erziehung; Religionserziehung; Religionspädagogik
Abstract	Disciplinary Literacy (DL) is a pedagogical- and andragogic-centered academic discipline that has entered its third decade. DL seeks to observe and describe how scholars in a particular field cognitively approach and process what they do while those scholars read primary and secondary literary texts, examine material culture, perform experiments, read and write scholarly articles, and teach and evaluate students. Such observations and descriptions are then used to reverse engineer and backward design the curriculum, assessment tools, and strategies to increase students' success, retention, and graduation rates. Our article seeks to introduce (1) Biblical, Religious, and Theological Studies (BRATS) faculty to DL and (2) DL, post-secondary General Education, and secondary education faculty to BRATS. We will summarize (a) what DL is as opposed to (b) what the disciplines of general academic, developmental, and critical literacies are, (c) why they differ, and (d) what pedagogical and andragogic benefits DL offers. BRATS and General Education faculty can use DL to provide explicit, scaffolded instructional practices to help general education undergraduates interpret the Bible and other ancient, foreign literature critically, rhetorically, and historically more like BRATS faculty do. DL and BRATS faculty would then use the above to reverse engineer and backward design curriculum and strategies for secondary educators to adopt and implement. Suggestions for future research and for overcoming structural obstacles will be presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01