Work descriptions written by third-graders: An aspect of disciplinary literacy in primary craft education education

Abstract

This study focuses on disciplinary literacy in primary craft education. Disciplinary literacy refers to the specialised ways of reading, writing, and speaking in a particular discipline. In Finland, crafts is an obligatory school subject, and pupils are supposed to conceive and manage a complete crafts process, including documentation. However, disciplinary literacy in crafts has rarely been studied, let alone at the primary level. In this study, we explored the quality of a sample of work descriptions produced by third-graders. The data included digitally produced work descriptions (N=79) written by 42 third-grade pupils in a Finnish primary school. Based on a qualitative analysis, six main dimensions of work descriptions as a textual genre emerged: word count, crafts vocabulary, structure, spelling, multimodality, and self-assessment. The quality of work descriptions was analysed quantitatively according to scoring criteria based on these dimensions. A cluster analysis indicated that there were three groups of work descriptions with respect to their level of disciplinarity: limited, emerging, and advanced descriptions. The results show that the structure of the disciplinary texts develops first, and subject-specific vocabulary stabilises after that. The paper discusses the foundation for disciplinary literacy in primary craft education.