Content Literacy in the 21st Century Classroom

For content area specialists, coverage is never our goal. The ultimate purpose of instruction is for students to acquire a deep understanding of content knowledge and what it means beyond the classroom. Another important outcome is transfer. The ultimate goal of our instruction is independent application on the part of the learner. In the challenging and unpredictable world of the 21st century those goals are more valuable than ever.

Our staff revisited the importance of content literacy on Friday afternoon. In a 1:1 setting several things still hold true regarding instructional practice: depth of knowledge is still relevant and literacy is everyone’s job. Cris Tovani’s (2004) call for everyone to teach reading continues to resonate into a new decade. While placing mobile technology into the hands of students is beyond thrilling, educators must ensure that pedagogical shifts support the timeless goals of student understanding and transfer. Janet Allen’s (2004) Tools for Teaching Content Literacy flipchart remains one of my all-time favorite teacher resources. Although 2016 means more 1:1 devices that doesn’t negate the importance or relevance of Allen’s work. The core principles underpinning content literacy are just as relevant today, if not more in a connected world. In the introduction to her flipchart resource, there is an explanation of why content literacy matters from Richard Vacca: To be literate in content classrooms, students must learn how to use language processes to explore and construct meaning with texts. When students put language to work for them in content classrooms, it helps them discover, organize, and elaborate on what they are learning. (p. 1).

To ensure that students grasp the essential standards and enduring understandings from your discipline we must all make the construction of meaning a priority. The goal of comprehension is to construct meaning (Harvey & Goudvis, 2007). As expressed in Strategies that Work, Harvey & Goudvis (2007) express four goals of comprehension: monitoring understanding, enhance understanding, acquire and actively use knowledge, and develop insight. By including content literacy strategies we can promote deeper levels of understanding. While educators in a digital world work to fully understand the SAMR model or the principles underlying the practice of problem-based learning (PBL), we can’t neglect or eliminate content area literacy instruction. While autonomy, mastery, and purpose can be powerful drivers for learning (Pink, 2011), we must be careful. Ceding control to the learner doesn’t guarantee the development of critical thinking skills, or deep understanding of essential learning standards.  In 2016 we are still reading teachers. I don't see that changing, nor should it. Every teacher should embrace the challenge of engaging students in active literacy. In Strategies that Work, Harvey & Goudvis (2007) describe active literacy as “…the means to deeper understanding and diverse, flexible thinking. Reading, writing, drawing, talking, listening, and investigating are cornerstones of active literacy.” Content literacy strategies are powerful ways to foster critical thinking. They are easy to implement and integrate well with instructional technology.

However, providing or using a content literacy strategy is not enough. As “reading” teachers we must all model and encourage the actions of proficient readers. Harvey & Goudvis (2007) shared a comprehensive list of what proficient readers do:

Search for connections between background knowledge and new content Ask questions as they read Draw inferences during/after reading Distinguish important details in text Synthesize information within and across texts Monitor the adequacy of their understanding and take action Visualize and create images to better understand what they read

It may seem as though you have too much to cover already. Your inner voice might be asking "Do I really need to teach reading to my students in social studies, math, science, etc.?" That's understandable. Literacy instruction may not be a passion in the way that your content is and depending on your formal training this may seem unnecessary or even intrusive. My advice, start small with one strategy and observe the impact on student learning, conversations, and the visible struggle that often accompanies critical thinking. Our staff was challenged to embed three content literacy activities into their lessons in the coming week. Multiple strategies were provided through Google Drive for various stages of the lesson: pre-reading, during reading, and post-reading (see picture above). Teaching in the 21st century requires flexible thinking about pedagogy, but it also requires some “low tech” approaches to teaching and learning. So before you assign that next Kahoot!, consider whether your students are merely engaged, or if they are deepening their understanding and acquiring life-long skills. Let’s continue to embrace the wonders of technology while pursuing and promoting instructional strategies that foster understanding, independence, and transfer. In short, literacy.

References Allen, J. (2004). Tools for Teaching Content Literacy.[Flipchart]. Stenhouse Publishers, 480 Congress Street, Portland, ME 04101. Pink, D. (2011). Drive: The surprising truth about what motivates us. Penguin Publishers. Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades 6-12. Stenhouse Publishers. Wiggins, G. (2012). Unpacking the Standards: UbD with Grant Wiggins. Notes from ASCD Summer Conference. St. Louis, MO.