For the majority of adults, the media constitute their main source of information about science and science-related matters impacting on society. To help prepare young people to engage with science in the media, teachers are being exhorted to equip their students with the knowledge, skills, and attitudes to respond critically to science-related…

Critical Language Awareness (CLA) is one literacy tool that students need in order to examine limit-situations or "what went wrong." Norman Fairclough defines CLA as an awareness of the ways in which ideas become naturalized or taken for granted as "truths" about the natural and social world and how these "truths" are tied up with language in use.…

Examines the nature of comprehension from a linguist's, researcher's and teacher's perspectives. Suggests teaching inferential comprehension keeping the reader's experience in mind. (MKM)

Bibliotherapy appears to be a viable technique for reading teachers to use. The increased emphasis on values and values clarification in the classroom is just one of the many apparent uses of bibliotherapy and its techniques. Bibliotherapy is also a useful adjunct to the teaching of critical reading, because it requires the student to use higher…

Examines the promise of teaching literature by attending to the process of reading, not the products of literary interpretation, analysis, and explication. (RL)

The teachers are urged by Beech and Thelin to help students expose ideology in their texts and the texts of others. The idea of teaching critical practice is highlighted by Harris who thinks that one can learn to expose ideology by reading cultural texts closely and critically.

Offers a set of principles for constructing questions that compel rereading and proposes a set of principles by which literature teachers can construct significant questions--ones which compel rereading and textual constraint while encouraging independent interpretation, response, and hypothesizing. Provides examples illustrating the applications…

Offers a technique for use with films or filmstrips that transforms passive learning situations in content area classrooms into interactive ones. Contains a sample "reasoning guide." (FL)

Examines patterns of instruction in literature, particularly the transactional strategy proposed by Louise Rosenblatt, that emphasize the reader's immediate experience with the text. Illustrates the effective application of response-based teaching of literature. (RL)

Argues that the capacity to read and derive benefit from literature involves an interaction of at least three related abilities--aesthetic reading, reflecting, and problem solving. Offers an inquiry approach to teaching literature as one way to promote student development of these abilities. (RL)

Discusses the problem of how best to teach creative writing, including the theory that creative writing teachers should teach critical, analytical reading of already published works. (DF)

The change in literature students from those with a strong literature background to those of the "Me" generation who have little exposure to critical reading is explored. Their subjective experiences applied to literature study can be more beneficial than traditional critical theories. (HTH)

To add a foundation to the growing excitement among educators about the central role they play in helping learners become strategic readers, the articles in this thematic journal provide insight into current reading theory and practice. Richard Telfer's article reviews research on strategic reading and clarifies what is meant by the phrase…

Learning strategies can be defined as behaviors and thoughts in which a learner engages and which are intended to influence the learner's encoding process. Thus, the goal of any particular learning strategy may be to affect the way in which the learner selects, acquires, organizes, or integrates new knowledge. Good teaching includes teaching…

Discusses classroom situations that foster superficial discussion of literature and suggests that teachers focus on what students write rather than how, in order to encourage open exchange of ideas. (HTH)