Unexpected allies: Advancing literacy in a ‘Science–English’ cross-curricular context

► Science and English specialists’ critical reading of science news is different. ► Subject background and classroom experience influence teachers’ critical responses. ► Science and English can help the development of the skills of critical literacy. ► Lack of a critical reading structure for news challenges cross-curricular teaching. Critical reading of science-based media reports is an authentic context in which to explore the mutual interests of teachers of science and English, who want to use science in the media to promote their subject discipline while encouraging cross-curricular learning. This empirical study focused on 90 teachers of science and English to explore their aptitude and capability for critical reading of science-based news reports. The influences of specialist subject culture and the extent of classroom experience contributed to the distinctive nature of the responses. The study revealed features in critical reading that were characteristic of the subject background of the participants. It suggested approaches to initial teacher education and ongoing professional development that would be mutually beneficial to teachers from different disciplines in promoting among pupils a critical approach to science-related news media.