This article makes the a case for conceptualizing content literacy, especially in social studies, as inquiry-based social practices for understanding and addressing complex, multifaceted problems. Two core practices especially needed for a Web-dominated 21st century are then described--excavation and elevation. Next, these two practices are…

In this article, the author profiles a university student during her first year in a support classroom for students deemed to be academically underprepared. Focused on the impact of gender in the classroom, the study examines how this young woman crafted an identity through literacy at a Midwestern public university. The author argues that the…

In this study the author charts the trajectory of an adolescent student's identity, from being a struggling reader to a competent reader and successful young actor. The author argues that reading is central to our ability to make sense of both our inner selves and our surroundings, and that it is therefore imperative that unskilled readers are…

Noticeably absent from recent critiques of the No Child Left Behind Act (NCLBA) has been the inclusive exploration of the NCLBA and Reading First implications as they directly relate to black and Latino student populations. In addition, a number of opportunities have been missed to comprehensively probe the ways in which this legislation serves to…

Discusses the need to reconceptualize literacies in the lives of black males. Suggests there is a need to create environments where black males are encouraged to search for meaning in their lives and construct their visibility. Contends that teacher educators must reconstruct their representation of black males so that they are accurate and…

Contends that there is no literacy crisis in the United States. Notes that research on college-level proficient readers has indicated that reading educators are doing a better job of educating students to become mature readers and that even at the elementary level the news is better than most people realize. Suggests that the conception of reading…

Contends that if at-risk college students are held to high standards, directly taught strategies for accomplishing good work within academic conventions, informed of the demands of the institution, and treated as colleagues in the shared adventure of learning, they can participate fully and successfully in the intellectual life of the college.…

Notes that "manga"--Japanese comics--constitute the most popular kind of reading material in Japan. Discusses the skills needed to read manga. Surveys 297 Japanese college students. Suggests that many manga readers can be considered engaged readers as they are highly motivated and have developed a range of strategies to help them understand texts.…

Concludes, derived from three years' work with high school and college writing classes, that students need to practice reading one another's work while giving and receiving feedback. Describes a program in which writing teachers of college-bound high school seniors and freshman college composition teachers designed writing assignments that all of…

Describes how the living conditions affected the author's teaching experience in Malaysia. Considers many of the challenges she faced when teaching in Malaysia. Gains many new understandings about the differences as well as the similarities of teaching writing in Malaysia and in the United States. (SG)

Describes how a teacher educator uses a Web-based discussion board to promote reflection, encourage engagement, and develop collegiality in preservice teachers. Investigates the effects that a discussion board (forum) created on a website would have on the discourse and reflection of preservice teachers. Considers how the discussion board would be…

Investigates college students' beliefs about vocabulary knowledge and acquisition. Explains the study and how the findings have modified how the authors teach vocabulary to their students. Provides some concrete ways to help students learn new words and to use them in meaningful ways in order to improve reading comprehension and fluency. (SG)

Explores the role of authoritative discourse in the "learning disabled" labeling of a student enrolled in a literacy course for preservice teachers. Provides a concrete example of the power of authoritative discourse and the role that teachers, through their pedagogy, may play in accepting or interrupting that discourse. (SG)

Describes how one teacher educator uses book clubs as a way to model and confirm the value and power of shared reading experiences. Considers how preservice teachers will act upon their new knowledge gained in book clubs to inform their planning and practice. Suggests bringing book clubs into classrooms. (SG)

Considers how the process of efoliation, the peeling back of layers of learning and presenting it in an organized electronic format, holds tremendous promise. Believes that developing an electronic teaching portfolio can be an experience that supports and encourages the developing preservice teacher--an experience that combines reflection and…