Is a picture worth a thousand words? A case study led investigation into the use of picture books to support the teaching of disciplinary literacy in the primary school setting

Abstract

This study sought to explore the stance of curricular reform and teacher planning in relation to the burgeoning area of disciplinary literacy (DL) in the Irish primary setting. At the centre of this research is the recognition that picturebooks have the capacity to play a central role in teaching and learning across the curriculum in primary schools with this research deciphering whether picturebooks may aid disciplinary literacy learning and the teaching of the specific language associated with the various disciplines. With the introduction of disciplinary literacy in the Primary Language Curriculum (NCCA 2019), and the subsequent disruption caused by the Covid-19 pandemic, teachers are now starting to explore how this approach can be integrated into daily planning and practice. This renewed focus, supported by the DES, saw the facilitation of a nationwide PDST webinar on disciplinary literacy in 2023. This qualitative piece of research used semi-structured interview, open-ended questionnaire, nationwide survey and a professional learning community model to engage key educational stakeholders, practitioners and librarians in discourse in relation to disciplinary literacy, the use of picturebooks in the primary classroom and in teachers’ planning and preparation for teaching and learning (TPPTL). The Irish curricula is currently in a period of drastic reform, with the Primary Curriculum Framework (NCCA 2023) laying the foundations of what is yet to come- this research considers the most up-to-date expectations from the National Council for Curriculum Design and Assessment (NCCA) in relation to DL, at the cusp of the dissemination and transfer into practice of a remodelled, learning outcome-based curricula. Considering the teacher as ‘agentic’ and ‘the curriculum maker’, as suggested by policy-makers, this research thoroughly explores the position of disciplinary literacy in the Irish primary setting by liaising with teachers and key educational stakeholders to identify the ways in which educators may plan for disciplinary literacy in a meaningful and purposeful way. As the INTO in their Primary Curriculum Review and Development (INTO 2022, p.3) publication propose-“The input of teachers cannot be underestimated as their contributions are based on real-life situations and lived experiences in a school context and we must ensure that the voice of the teacher continues to resonate in any updated curriculum.”

The study's conceptual framework, informed by Vygotsky, Bronfenbrenner, and theories of academic and cultural literacies, addresses four key areas: curricular reform, preparation for teaching and learning, disciplinary literacy, and the use of picturebooks. The research underscores the need for further exploration into how picturebooks can be effectively integrated into curricula to support DL. It also highlights the necessity for ongoing professional development to help teachers adapt to and implement DL principles amidst evolving curricular demands. This study contributes valuable insights into the interplay between curricular reform and teacher agency, offering a foundation for future research in this critical area of education.