Developing Content Area Literacy in the Classroom

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Essay #: 054059
Total text length is 4,706 characters (approximately 3.2 pages).

Excerpts from the Paper

The beginning:
Developing Content Area Literacy in the Classroom
Retell
Bean notes that content area literacy is a cognitive and social practice involving the ability to read and write about multiple forms of print. Developing multiple literacies is about connecting with the world, with people, and with diverse understandings of what we experience. Students can directly increase their knowledge through reading, but everything they read is interpreted through their own experience base. Turning a critical lens to their own experiences, students can understand how this viewpoint, and interpretations of print, verbal, visual, and multimedia forms may affect their conception of fact and fiction, and therefore their own version of reality. Listed below are a...
The end:
.....Understanding these deep concepts may not be achieved immediately in the classroom, but there must be attention paid to the contextual imbalances present in both curriculum and in the social world. There is a necessity for teachers to clarify these imbalances in order for students to take advantage of multiple forms of information, and develop skills to critically assess media.
References
Bean, T. "An Update on Reading in the Content Areas: Social
Constructionist Dimensions." Handbook of Reading Research: Volume III, Kamil, Mosenthal, Pearson, and Barr, Eds. Mahwah, NJ: Erlbaum, 2000.
Ellsworth, E. “Why doesn’t this feel empowering? Working through
the repressive myths of critical pedagogy.” Harvard Educational Review, 59.3 (1989): 297-324.