Abstract
This article examines how scientists, classroom teachers, poetry educators, and youth negotiated the domains of science through their engagement in a two-year Massive Open Online Collaboration (MOOC) funded by the National Science Foundation. To make sense of learners' unconventional and interdisciplinary writing and the cultural and disciplinary conflicts that emerged around it, I offer a reframing of science literacy as a series of crash encounters. Such a reframing prompts literacy practitioners to anticipate fallout when diverse bodies, objects, and rhetorics collide and, therefore, to better design and participate in interdisciplinary networks to create more dynamic and vibrant approaches to science literacy.
- Journal
- Community Literacy Journal
- Published
- 2022-04-01
- DOI
- 10.25148/clj.16.2.010620
- CompPile
- Open Access
- OA PDF Gold
- Topics
-
- Export
- BibTeX RIS
Citation context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related articles
-
Computers and Composition Sep 2026Navigating ethical collaboration with machine translation: An exploratory study on the role of L2 development in GenAI writing ↗Bronwen Dyson; Benjamin Miller; Susan Thomas
-
Journal of Response to Writing Apr 2026Navigating feedback in collaborative writing: The impact of student backgrounds and expectations on transitions to new academic and social spaces ↗Gruber, Lindsey; Fernández–Agüero, María
-
College Composition and Communication Sep 2025Kristi Girdharry
-
Writing Center Journal 2025Saurabh Anand
-
Reflections: A Journal of Community-Engaged Writing and Rhetoric Dec 2024Writing Our Dreams: A Community Storytelling Project With Students and Teachers at Kūtha Primary School ↗Esther Milū; Victor Del Hierro; Laura Gonzales