Past and Future Directions in Content Area Literacies

Abstract

In this column, content area literacy scholars Tom Bean and David O'Brien challenge the older “infusion” model of content area literacy with its emphasis on generic strategies. Rather, they argue for and provide examples of projects that draw on the unique dimensions of various disciplines like history, science, and English, particularly in light of the Common Core State Standards. They offer alternative approaches that capitalize on students' interests in multimedia and the arts. Acknowledging the increasingly diverse dimensions of our classrooms and students' transnational experiences, Bean and O'Brien call for creative lesson and unit planning that engages students in preparation for global citizenship.

Computer-Assisted Mathematics Instruction for Students With Specific Learning Disability

“…In addition, the ratio of computers to students has increased from 26 to 1 in 1993 (J. Wilson & Notar, 2003) to around 1 to 1 today (Bean, O’Brian, & Fang, 2012; Ditzler et al, 2016).…”

Disciplinary Literacy

“…In 2008, Moje suggested that perhaps it was time for those in secondary literacy to put content first, rather than literacy. She noted that the general approach in content area reading had been to promote inclusion of literacy instruction in content area classes, and this approach had not worked (see also Bean & O'Brien, /13; O'Brien, Stewart, & Moje, ). Moje suggested that the goal of secondary literacy should be “teaching students what the privileged discourses are, when and why such discourses are useful and how these discourses and practices came to be valued” (2008, p. 100).…”

The impact of curriculum-based learning on environmental literacy and energy consumption with implications for policy

“…However, the inconsistency with state-and federal-level policy, and the policy battle over the deployment and content of common-core standards for elementary students, has created a major hurdle for systematically deploying curricula on energy and conservation. In many schools, student literacy suffers because material not in the common core becomes discretionary and unsupported by standard materials such as text books available to the teaching staff (Bean et al, 2012).…”