The Power and Promise of Scaffolded Reading Instruction for Teaching Civic Literacy. A Response to "Supporting Students to Read Complex Texts on Civic Issues: The Role of Scaffolded Reading Instruction in Democratic Education"

Autor/inn/en	McCormick, Melanie M.; Halvorsen, Anne-Lise
Titel	The Power and Promise of Scaffolded Reading Instruction for Teaching Civic Literacy. A Response to "Supporting Students to Read Complex Texts on Civic Issues: The Role of Scaffolded Reading Instruction in Democratic Education"
Quelle	In: Democracy & Education, 29 (2021) 1, Artikel 4 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Stellungnahme; Scaffolding (Teaching Technique); Reading Instruction; Civics; Democracy; High School Students; Reading Comprehension; Learner Engagement; War; Instructional Effectiveness; Educational Benefits; Citizenship Education; Skill Development; Media Literacy; Teacher Collaboration; Elementary Secondary Education; Literacy Education; Social Studies; Social Problems + Suchen Sie Ihr Suchwort? Leseunterricht; Staatsbürgerkunde; Demokratie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leseverstehen; Krieg; Unterrichtserfolg; Bildungsertrag; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Media skills; Medie competence; Medienkompetenz; Lehrerkooperation; Gemeinschaftskunde; Social problem; Soziales Problem
Abstract	In this response, we make the case for the power and promise of scaffolded reading instruction for teaching civic literacy--civic content knowledge and skills needed to both comprehend and take a stand on civic issues at a local, national, or global level. We argue the following: (a) Now, more than ever, students need to develop the skills and will to critically consume and analyze media sources; (b) the Reading Apprenticeship model is a promising approach for teaching students the knowledge and skills to navigate and analyze complex text; and (c) intentional collaboration between literacy and social studies educators (K-12 teachers, teacher educators, and professional development providers) is needed to prepare young people to navigate increasingly complex informational texts. [For "Supporting Students to Read Complex Texts on Civic Issues: The Role of Scaffolded Reading Instruction in Democratic Education," see EJ1274089.] (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01