Abstract
ABSTRACT Situated in an elementary afterschool Engineering Literacies Club framed around multiliteracies and the engineering design process, this article explores engineering habits of mind and disciplinary literacies. Disciplinary literacies encourage students to read, write, think, and act like historians, mathematicians, scientists, or engineers by engaging in habits of mind. Drawing from the Royal Academy of Engineering’s framework for engineering habits of mind (EHoM), this exploratory case study considers: What emergent EHoM do students demonstrate within the engineering design process (EDP)? What does this reveal about how EHoM can be used by teachers as a lens for teaching disciplinary literacies? Study findings demonstrated emergent EHoM are enacted synergistically and through multiple modes of communication (i.e. multimodality). EHoM were demonstrated by students in varying degrees reflecting the engineering design process and students’ own proficiencies (or lack of proficiencies) regarding engineering. Enactment of EHoM was also influenced by teachers who scaffold learners’ development of engineering literacies through problem scoping, problem-solving, collaboration, improving, and testing. The authors propose EHoM as a lens could provide an accessible way for teachers to integrate disciplinary literacies when teaching engineering with particular emphasis on how students can think and act like engineers.
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