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Engaging Student Teachers' Hearts and Minds in the Struggle to Address (Il)literacy in Content Area Classrooms
Author(s) -
Alger Christianna L.
Publication year - 2007
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1598/jaal.50.8.1
Subject(s) - psychology , literacy , credential , pedagogy , reading comprehension , curriculum , comprehension , reading (process) , mathematics education , content (measure theory) , teaching method , qualitative research , content analysis , sociology , computer science , mathematical analysis , social science , computer security , mathematics , political science , law , programming language
Although research supports the importance and impact of using reading strategies in content area classrooms to improve students' comprehension, many secondary teachers do not use this knowledge to improve the delivery of content. This article describes a themed literature circle curriculum developed as part of a reading course for content area credential candidates. Literature circles were used to enhance these preservice teachers' understanding about the connections between literacy and social justice. Using qualitative methods, the author explored changes in participants' mental models about literacy. Participants reported new understandings and new commitment to integrating literacy into their content classes.