Fagspecifik literacy i danskfaget

Disciplinary literacy instruction aims to teach students to understand the unique languages of disciplines and to engage in their specific practices, supporting them in becoming disciplinary insiders within those fields (Fang & Coatoam, 2013). The article investigates how to develop a model and analytical approach to disciplinary literacy in L1 subjects, with the Danish subject as an example, encompassing various dimensions of the subject’s purpose, practice, methods and representations. Existing literacy models and analytical approaches often focus only on certain aspects of disciplinary literacy, highlighting the need for a more holistic perspective that integrates the why, what, and how dimensions of disciplinary literacy instruction. The model is applied and examined concretely in relation to the investigation of forms of disciplinary literacy that occur in two selected courses presented in a portal of digital textbooks. Methodologically, the article theoretically develops a model for disciplinary literacy, which is subsequently used to analyze and compare two edu­cational sequences in publisher-produced educational media, focusing on examining the explanatory power of the model. The project thus has the character of a theoretical-analytical study, aiming to develop models for analyzing literacy practice. The result of the theoretical work is a model, the disciplinary literacy model, which describes cate­gories for examining a subject’s specific literacy: educational purpose, professional practice, disciplinary methods, and disciplinary representations. The perspective of the study is to develop a theoretical-analytical approach to investigating disciplinary liter­acy, which in a broader perspective can enhance teachers’ didactic awareness of how different types of subjects, here educational media, are designed to support students’ development of disciplinary literacy.