Title

Examining the Literacy Practices of Electrical Engineers: A Comparative Case Study

Document Type

Article

Journal/Book Title/Conference

American Education Research Association (AERA) Annual Meeting

Publisher

American Education Research Association (AERA)

Publication Date

4-1-2019

Award Number

NSF, Division of Engineering Education and Centers (EEC) 1664228

Funder

NSF, Division of Engineering Education and Centers (EEC)

Abstract

This study, part of a larger research project focused on disciplinary literacy within engineering (Authors, 2018), is a comparative case study of the literacy practices of two electrical engineers. The goal of this comparative case study was to understand how electrical engineers read, write, and evaluate multi-representational texts in the context of their professional lives. We used the findings from this study to construct a model of disciplinary literacy in electrical engineering, whose purpose is to prepare students for the electrical engineering workforce by teaching them to interpret and produce texts using authentic disciplinary frameworks. This paper examines the literacy practices of two electrical engineers to answer the following research questions: (1) What texts do the electrical engineers read and write? (2) What disciplinary frameworks do they use to read and write different texts? (3) How do engineers use internet searches to locate and evaluate information? (4) What role does argumentation have with respect to their literacy practices?

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