Flattening Hierarchies and Encouraging Reflection: Systems Maps as a Local Literacy Practice

Abstract

In this study, we explore systems thinking maps as a local literacy practice in a systems thinking professional development institute for PreK-8 teachers. Existing literature underscores the necessity of equipping teachers with a robust understanding of systems thinking; this study addresses a call in the research to find ways to do so. Rooted in the principles of systems thinking, professional development, and literacy practices, we analyze how the literacy practice of systems thinking mapping contributed to participant pedagogical reflection and systems thinking theory development. We employed a case study approach, allowing an in-depth investigation of the mapping literacy events within the professional development setting. We collected data throughout the four days of the professional development; the data set included observations and recordings of mapping sessions, reflections on mapping from 29 participants, and photographs of the systems maps created. Our results highlight the potential of systems thinking maps to foster collective understandings of systems thinking, deepen understandings via the co-construction of dynamic texts, and imagine pedagogical possibilities. The literacy practice not only strengthens participants’ grasp of systems but also creates a shared space for collaborative learning, flattening hierarchies and engaging teachers as co-learners. The implications extend to disrupting traditional professional structures, emphasizing the centrality of the learner while fostering hope, optimism, and agency. This study contributes valuable insights into literacy practices that promote collaborative learning among teachers, encouraging a shift toward more inclusive and transformative professional development.