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ERIC Number: EJ968920
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0040-5841
Mandating and Standardizing the Teaching of Critical Literacy Skills: A Cautionary Tale
Pandya, Jessica Zacher
Theory Into Practice, v51 n1 p20-26 2012
In this article, I critique a component of the highly structured Open Court Reading curriculum designed to teach elementary children "inquiry and higher-order thinking" skills. The intended outcome of this component is, I argue, the production of critically literate and informed consumers of information. However, both the critical thinking skills the inquiry process purports to engender and the potential for critical literacy development it advertises are lost in the standardized, step-by-step implementation characteristic of the entire language arts curriculum itself. The article ends with implications and descriptions of promising alternatives that promote both critical thinking skills and critical literacy practices. (Contains 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Education; Elementary Secondary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California