NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ508083
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0034-0553
Why Content Literacy Is Difficult to Infuse into the Secondary School: Complexities of Curriculum, Pedagogy, and School Culture.
O'Brien, David G.; And Others
Reading Research Quarterly, v30 n3 p442-63 Jul-Sep 1995
Contends that the goals and methods of content literacy instruction (integrating content area reading and writing across the curriculum) are paradoxical. Content literacy instruction confronts deeply embedded values as a radical pedagogy, yet it represents nothing new when shaped to fit traditional curricular goals. Explores this paradox through the complexities of secondary schooling. Offers an alternative to the traditional infusion model. (RS)
Publication Type: Opinion Papers; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A