Relevant bibliographies by topics / Content-Area Literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Content-Area Literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Content-Area Literacy"

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SHANAHAN, TIMOTHY, and CYNTHIA SHANAHAN. "Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy." Harvard Educational Review 78, no. 1 (April 1, 2008): 40–59. http://dx.doi.org/10.17763/haer.78.1.v62444321p602101.

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In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.
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McVey, Michael. "(Re)Imagining content-area literacy instruction." International Review of Education 57, no. 5-6 (October 8, 2011): 769–70. http://dx.doi.org/10.1007/s11159-011-9238-4.

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Lesley, Mellinee. "Looking for Critical Literacy With Postbaccalaureate Content Area Literacy Students." Journal of Adolescent & Adult Literacy 48, no. 4 (December 1, 2004): 320–34. http://dx.doi.org/10.1598/jaal.48.4.5.

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Collin, Ross. "A Bernsteinian Analysis of Content Area Literacy." Journal of Literacy Research 46, no. 3 (September 2014): 306–29. http://dx.doi.org/10.1177/1086296x14552178.

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Armstrong, Abbigail, Kavin Ming, and Shawnna Helf. "Content Area Literacy in the Mathematics Classroom." Clearing House: A Journal of Educational Strategies, Issues and Ideas 91, no. 2 (January 9, 2018): 85–95. http://dx.doi.org/10.1080/00098655.2017.1411131.

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Kinney‐Sedgwick, Martha, and Nina Yochum. "Content area literacy instruction: Viewpoints of elementary teachers and literacy professors." Reading Research and Instruction 35, no. 4 (June 1996): 298–314. http://dx.doi.org/10.1080/19388079609558217.

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Murray-Orr, Anne, and Jennifer Mitton-Kukner. "Early Career Teachers’ Evolving Content-Area Literacy Practices." in education 23, no. 2 (December 21, 2017): 71–86. http://dx.doi.org/10.37119/ojs2017.v23i2.340.

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Becoming effective teachers is dependent upon a variety of factors intersecting with early career teachers’ beginning teaching experiences. This paper provides a glimpse into ways in which four early career secondary school teachers began to embed literacies into their teaching practices in content areas and how their approaches shifted between the final term of their teacher education program in 2013 and their first year of teaching in 2014. The authors explore three factors that may shape the practices of early career teachers, with disciplinary specialties in science, math, social studies, and other content areas, as they persist in infusing their teaching practice with literacy strategies over the first year of teaching, or alternatively discontinue using these strategies. These factors are coursework in a Literacy in the Content Areas course during their teacher education program, teaching context, and disciplinary specialty.Keywords: early-career teachers; secondary teachers; content-area literacy; disciplinary literacy; pedagogical content knowledge
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Fang, Zhihui. "Preparing Content Area Teachers for Disciplinary Literacy Instruction." Journal of Adolescent & Adult Literacy 57, no. 6 (March 2014): 444–48. http://dx.doi.org/10.1002/jaal.269.

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DRAPER, RONI JO. "Redefining Content-Area Literacy Teacher Education: Finding My Voice through Collaboration." Harvard Educational Review 78, no. 1 (April 1, 2008): 60–83. http://dx.doi.org/10.17763/haer.78.1.k104608143l205r2.

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In this essay, Roni Jo Draper reflects upon her professional journey as a content-area literacy teacher educator, describing how she first became a literacy teacher educator and how she later came to collaborate with a group of teacher educators who specialize in disciplines such as music, theater, and mathematics. Drawing upon ethnographic data from the group's participatory action research project, she explains how their collaboration shaped her understanding of her own professional role and expanded her definitions of texts, content-area literacy, and literacy itself. Informed by insights she gained through the project, Draper argues that content-area literacy instruction should promote mastery of the intellectual discourse within a particular discipline. She also suggests ways to increase collaboration between literacy and content-area specialists working in the field of teacher education.
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Sungmook Choi. "Content Area Literacy: Pedagogical Implications and Future Research Directions." English Language Teaching 21, no. 4 (December 2009): 1–23. http://dx.doi.org/10.17936/pkelt.2009.21.4.001.

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Dissertations / Theses on the topic "Content-Area Literacy"

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Smith, Lynette Smith. "Content Area Teacher Perspectives on Integrating Literacy Strategies." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3837.

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The Common Core State Standards recommend that all educators prepare students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine 7th and 8th grade content area teachers' perspectives towards teaching literacy. The research questions addressed teachers' capabilities in the role of literacy instructor as well as the actual application of literacy. The conceptual framework included Bruner's constructivist, Bandura's self-efficacy, and Knowles's andragogy theories. These theories informed the investigation of adult learners' perspectives regarding the way they learn and gain confidence to provide literacy instruction. Eleven English, math, science, and social studies teachers participated in this study through interviews. Data were also gathered via classroom observations and lesson plans. A qualitative data analysis software program was used to manage the qualitative data. Inductive and deductive coding were used to analyze the data and identify themes. The findings of this study indicated that teachers felt unprepared to teach reading. While teachers saw value in literacy, their perspectives were affected by their commitment to content instruction and time constraints to meet disciplinary curriculum requirements. This study affects positive social change by providing increased understanding of literacy instructions in the content classroom. These findings can facilitate communication between teachers and other stakeholders regarding school literacy initiatives. Further, the findings informed creation of a professional training program to provide teachers with on-site support for literacy integration.
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Cooper, Susan. "ADDRESSING SCIENTIFIC LITERACY THROUGH CONTENT AREA READING AND PROCES." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2460.

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The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus groups and six individual interviews that included teachers from various Florida school districts. The constant comparative approach was used to analyze the data. Initial codes were collapsed into categories to determine the conceptual relationships among the data. From this, the five core categories were determined to be Influencers, Issues, Perceptions, Class Routines, and Future Needs. These relate to the central phenomenon, Instructional Modifications, because teachers often described pragmatic and philosophical changes in their teaching as they deliberated to meet state standards in both reading and science. Although Florida's secondary science teachers have been asked to incorporate content reading strategies into their science instruction for the past several years, there was limited evidence of using these strategies to further student understanding of scientific processes. Most teachers saw little connection between reading and inquiry, other than the fact that students must know how to read to follow directions in the lab. Scientific literacy, when it was addressed by teachers, was approached mainly through class discussions, not reading. Teachers realized that students cannot learn secondary science content unless they read science text with comprehension; therefore the focus of reading instruction was on learning science content, not scientific literacy or student inquiry. Most of the teachers were actively looking for reading materials and strategies to facilitate student understanding of science concepts, but they did not want to give up limited class time attempting methods that have not been proven to be successful in science classrooms.
Ed.D.
Other
Education
Curriculum and Instruction
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Owens-Kristenson, Jodi. "Content Area Literacy| Relationship Between Lesson Design and Professional Development." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565609.

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Despite Minnesota’s investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the context of complexity theory, efficacy theory, transformational learning theory, structured teaching, and constructivism. A cross-section correlation survey research study was conducted to investigate the relationship of time spent in systematic professional development, type of professional development, rate of strategy inclusion, and confidence in literacy strategy inclusion in lesson design. Convenience sampling was employed to secure secondary teachers (N = 65) in public schools in Minnesota. The Spearman Rho Coefficient calculation was used to analyze these 4 variables; relationships were determined at ( p < .05) and (p < .01) confidence levels. According to the results of the study, self-selected professional development is related to the frequency of literacy strategy use and confidence in literacy strategy use. Time in professional development is a critical issue in confidence of literacy strategy use. Recommendations for local districts include providing a menu of self-selected literacy professional development options. This study may impact social change through providing educators improved literacy instruction, resulting in more competent adult readers and informed decision-makers.

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Owens-Kristenson, Jodi. "Content Area Literacy: Relationship Between Lesson Design and Professional Development." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1066.

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Despite Minnesota's investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the context of complexity theory, efficacy theory, transformational learning theory, structured teaching, and constructivism. A cross-section correlation survey research study was conducted to investigate the relationship of time spent in systematic professional development, type of professional development, rate of strategy inclusion, and confidence in literacy strategy inclusion in lesson design. Convenience sampling was employed to secure secondary teachers (N = 65) in public schools in Minnesota. The Spearman Rho Coefficient calculation was used to analyze these 4 variables; relationships were determined at ( p < .05) and (p < .01) confidence levels. According to the results of the study, self-selected professional development is related to the frequency of literacy strategy use and confidence in literacy strategy use. Time in professional development is a critical issue in confidence of literacy strategy use. Recommendations for local districts include providing a menu of self-selected literacy professional development options. This study may impact social change through providing educators improved literacy instruction, resulting in more competent adult readers and informed decision-makers.
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Ferreira, Vesga Laura E. "High School Content-Area Teachers’ Responses to an Exploratory, Investigative, and Experimental Professional Development Program for Content Area Literacy." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2635.

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Adolescent literacy rates for students who struggle, particularly those with disabilities are alarming, especially in light of increased educational standards. As higher standards place a greater emphasis on reading and writing, addressing students’ literacy needs in the content areas has become a topic of interest in reading education. Although there is much debate about how to address this need, it is clear that content area teachers need support addressing literacy in their subject areas. An exploratory case study design was used to examine the responses of high school content area teachers to an EIE (exploratory, investigative, and experimental) professional development (PD) program. Specifically, the researcher sought to describe what the teachers considered to be valuable and useful aspects of the different components of the experience as it related to their practice, the outcomes they anticipated for struggling students, and their knowledge of literacy in the content areas. Ten content area teachers participated in 21.5 hours of professional development over a period of two months. Data about their PD experiences were collected during focus group discussions, individual interviews, observations, and completed questionnaires. When discussing the teachers’ descriptions and observations of their literacy practices, teachers reported an increased awareness of their practice as it pertained to literacy implementation. In the analysis of the outcomes teachers anticipated for struggling adolescents, including those with disabilities, teachers reported increased sense of control over the academic outcomes of struggling students. When addressing questions in reference to the effective components of the EIE PD experience, the teachers favored equally: (a) applicability of information, (b) exposure to literature, (c) autonomous systems, and (d) collaboration. Lastly, support emerged as an integral component of a constructivist EIE PD approach. All teachers in the study reported that support played a pivotal role in how they learned about and implemented literacy practices in their content area. Based on the findings, the researcher recommends that PD address and validate the current perceptions and concerns among content area teachers in relation to literacy implementation. PD should support teachers as they reflect upon their reported instructional limitations in relation to their needs and their students’ needs. Second, literacy PD for content area teachers must provide systematic support for teachers to explore, investigate and experiment with literacy in their content. Lastly, PD designed to support content area teacher’s use of literacy strategies in the content areas should provide teachers the opportunities to drive the literacy PD content in order to address needs specific to their classroom and school communities.
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Oswald, Beth Ann. "Differentiation for Content Area Literacy: Middle School Teachers' Perceptions and Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2681.

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Recent studies support the use of differentiated instruction (DI) to improve literacy in content area classrooms. At the same time, research has found that few teachers implement DI purposefully or consistently. Accordingly, a case study design was used to explore middle school content area teachers' understanding and implementation of DI for content literacy at a site where it is an integral component of the response to intervention (RTI) process. The conceptual framework for this study was principles of differentiation, as defined and discussed by Tomlinson. Research questions were framed to examine how middle school content area teachers defined and implemented DI for content literacy by asking what they know, do, and need to effectively implement or sustain DI. Data were collected from a purposeful sample of 7 middle school content area teachers through semistructured interviews, a focus group, and unobtrusive data in the form of lesson plans. Descriptive and pattern coding were used to analyze the interview and focus group data for overarching themes. Emergent themes were validated through member checking, triangulated with themes identified in the lesson plans, and interpreted against principles of differentiation. Results indicated all participants were implementing DI for content literacy to some extent. The data also revealed participants wanted to improve their instruction but believed they needed additional supports: time to plan and gather resources, opportunities to collaborate with colleagues, and professional development to learn strategies to better differentiate for content literacy. The findings helped inform a project that provides identified supports for teachers as they differentiate instruction to improve content literacy, resulting in positive social change.
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Jafari, Samaneh. "WHAT ROLE DOES MEDIA LITERACY PLAY IN A CONTENT AREA CLASSROOM?" OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1869.

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The purpose of this qualitative case study is to explore to get an understanding of a social studies teacher’s approach to media literacy including factors that inform her teaching and the students’ understanding of her instructional practices. The participants of the study were one social studies’ teacher and six students from her U.S. History and Advanced Placement History courses. In order to collect data, interviews, observations, and analysis of classroom documents were used. In addition, three activities were conducted to get an understanding of students’ performances on media construction and media deconstruction skills. In-vivo coding was used to analyze the data. Based on the findings, the teacher’s instructional practices included the use of a variety of different sources including primary and secondary sources. She also practiced media deconstruction and media construction by enhancing historical thinking and media literacy skills. In addition, preparing students for real life and a democratic citizenship were some of the key factors that informed her instructional practices. The findings also revealed that the there is a need for a unified and consistent form of instruction as the students’ responses to the created activities did not follow a unified pattern. The implications of the study is that attention should be given to the integration of media literacy in the classrooms and training teachers to be able to transfer the knowledge and understanding of it. In addition, teachers should be trained on how to both focus on conveying the depth of the content and covering a variety of different subject matters. Finally, training and professional development is needed for pre-service and in-service teachers to provide effective modeling and space for them to teach history as interpretation.
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Huysman, Mary H. Ph D. "Beyond Bells and Whistles: Content Area Teachers' Understanding of and Engagement with Literacy." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/103.

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The purpose of this qualitative action research study was to explore content area teachers’ understanding of literacy, the strategies they use in working with content materials to support their students’ learning of content, and how collaboration with a literacy expert informs literacy instruction. In my work with content area teachers, they have expressed the need for support as they try new literacy strategies when engaging students in content material. Literacy skills are a part of all content areas. Therefore, literacy scholars need an ongoing understanding of how content teachers define and perceive literacy in their content area in order to provide this support. Framed within a sociocultural lens (Vygotsky, 1978), this action research study (Schmuck, 2006) examined how high school content area teachers engaged students in reading content material as they implemented literacy strategies to support students’ access to content. Guiding this study were the following questions: (a) How do content area teachers define and perceive literacy and specifically define literacy in their content area? (b) How do teachers use literacy strategies they learn in professional development sessions? (c) Is there a benefit when a literacy specialist and a content area teacher collaborate to design literacy instruction? Participants in this study included three content area teachers: a math teacher, a business teacher, and English teacher. Data collection occurred throughout the spring term 2012 in the school where the participants work. Data sources included semi-structured interviews, observations, discussions generated from collaborative planning sessions with the researcher, informal debriefings with participants, and a researcher journal. Themes abstracted from the data were (a) teachers’ definitions of literacy did not change over the course of the study, (b) their disposition toward use of strategies did change over the course of the study, and (c) collaborative, embedded professional development between the content area teacher and literacy specialist was an important factor in changing disposition. This action research study emphasizes a need for literacy specialists in schools and embedded, ongoing professional development, and informs literacy specialists how content area teachers can be supported as they engage students in reading content material.
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Ciecierski, Lisa M. "EXPERIENCING INTERTEXTUALITY THROUGH AUTHENTIC LITERATURE AND MEANINGFUL WRITING IN THE MIDDLE SCHOOL CONTENT AREA CLASSROOM." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1405727794.

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Maher, Sheila. "Teachers' and Students' Perceptions of the Impact of Content Literacy Strategy Instruction on Teaching and Learning." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2709/.

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Reading researchers agree that content literacy strategies are beneficial in helping students learn. However, teachers remain resistant to teaching the strategies. Additionally, many students, even at the college level, lack the learning strategies necessary to experience academic success. This study sought to gain a deeper understanding of the complexities of content literacy strategy instruction. The research questions that guided the study addressed the benefits, obstacles, and support and experiences needed to sustain the use of the strategies over time. Multiple data sources were used to investigate teachers' and students' perceptions of the research questions. The main benefit found was increased student understanding and learning of content; additional benefits included increased instructional repertoire, increased student engagement in class, and improved learner independence. Most of the obstacles documented in the literature were supported in the study; however, the obstacle of time was noted most frequently. Teacher confidence was observed by the researcher as an obstacle. The majority of participants indicated they would continue using the strategies learned during the study in the future. Students noted the support needed to sustain content literacy strategy use depended on teachers providing direct instruction, practice using the strategies, and personal success with the strategies. Teachers also identified practice and perseverance as critical to sustaining content literacy strategy instruction. The support teachers noted most frequently as important to successful implementation was collegial support - teachers helping teachers. Teacher meetings discussing the implementation process were viewed as critical to sustain effective content literacy strategy instruction. Additionally, quality teacher training, administrative support, and accountability were documented by teachers as important.
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Books on the topic "Content-Area Literacy"

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Readence, John E. Content area literacy: An integrated approach. 7th ed. Dubuque, Iowa: Kendall/Hunt Pub., 2001.

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Grady, Karen. Adolescent literacy and content area reading. Bloomington, IN: ERIC Clearinghouse on Reading English and Communication, 2002.

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Brozo, William G. Supporting content area literacy with technology. Boston: Pearson/Allyn and Bacon, 2009.

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Content area literacy: Learners in context. Boston: Pearson/Allyn and Bacon, 2008.

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Readence, John E. Content area literacy: An integrated approach. 8th ed. Dubuque, Iowa: Kendall/Hunt, 2004.

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Brozo, William G. Supporting content area literacy with technology. Boston: Pearson/Allyn and Bacon, 2009.

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Content area literacy: Learners in context. 2nd ed. Boston: Michigan State University, 2011.

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Brozo, William G. Supporting content area literacy with technology. Boston: Pearson/Allyn and Bacon, 2009.

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Wilfong, Lori G. Content Area Literacy Strategies That Work. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351240895.

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W, Bean Thomas, and Baldwin R. Scott, eds. Content area literacy: An integrated approach. 6th ed. Dubuque, Iowa: Kendall/Hunt Pub., 1998.

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Book chapters on the topic "Content-Area Literacy"

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Kane, Sharon. "Content Area Literacy: Envisioning Your Future." In Literacy and Learning in the Content Areas, 369–84. Fourth Edition. | New York : Routledge, 2019. | “Third edition published by Holcomb Hathaway 2010”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206914-12.

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Wilfong, Lori G. "Address Discipline-Specific Content Reading Strategies." In Content Area Literacy Strategies That Work, 63–78. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351240895-4.

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Wilfong, Lori G. "Use Content Area Vocabulary in Meaningful Ways." In Content Area Literacy Strategies That Work, 79–94. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351240895-5.

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Wilfong, Lori G. "Build Background Information Quickly." In Content Area Literacy Strategies That Work, 1–11. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351240895-1.

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Wilfong, Lori G. "Plan and Teach One “Big” Argumentative Piece Per Semester." In Content Area Literacy Strategies That Work, 159–72. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351240895-10.

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Wilfong, Lori G. "Help Scaffold Focus While Reading with Specific Strategies." In Content Area Literacy Strategies That Work, 13–30. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351240895-2.

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Wilfong, Lori G. "Use Small Group Reading and Learning Strategies to Bring Personal Response and Accountability to the Content." In Content Area Literacy Strategies That Work, 31–61. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351240895-3.

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Wilfong, Lori G. "Make Writing an Authentic Process in Every Classroom." In Content Area Literacy Strategies That Work, 95–108. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351240895-6.

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Wilfong, Lori G. "Promote Daily Writing Strategies to Strengthen Thinking in the Discipline." In Content Area Literacy Strategies That Work, 109–20. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351240895-7.

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Wilfong, Lori G. "Implement Slightly Larger Weekly Writing Strategies to Encourage Comprehension and Synthesis in the Discipline." In Content Area Literacy Strategies That Work, 121–39. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351240895-8.

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Conference papers on the topic "Content-Area Literacy"

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Thompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.

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Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews. Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content. Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning.
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Sanches, Tatiana. "Information skills and library knowledge for higher education teachers." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11027.

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The explosion of information, not only in print, but in a digital context has become a fertile area for exploring, transmitting, and disseminating information, enabling learning and teaching, transforming and creating new knowledge. Higher education teachers need to be aware of how to train and guide their students in multiple ways to knowledge, including the ability to deal with information in print and digital contexts, so information literacy training should be a priority. This paper aims to list the skills to be developed by these teachers, preferably integrated into their professional development. Starting from the framework of tried-and-tested models, a flexible and comprehensive content structure is proposed, considering the need for their transfer to students. The importance of collaborative work with higher education libraries is stressed.
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Reports on the topic "Content-Area Literacy"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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