| <!--[if gte mso 9]><xml> Normal07.8 | | | | (and their students) view reading science and |
| 磅02falsefalsefalseMicrosoftInternetExplorer4 | | | | mathematics texts as boring and reading |
| </xml><![endif]--><!--[if gte mso | | | | strategies generally fail to make Rolex Watches |
| 9]><xml> </xml><![endif]--> | | | | boring texts more interesting. Instead, preservice |
| <!-- /* Font Definitions */ @font-face | | | | teachers want strategies to make the subject |
| {font-family:宋体; panose-1:2 1 6 0 3 1 1 1 1 | | | | matter instruction more experiential and applicable |
| 1; mso-font-alt:SimSun; mso-font-charset:134; | | | | to the real world and less text based. |
| mso-generic-font-family:auto; | | | | Compounding this perceived misalignment of goals |
| mso-font-pitch:variable; mso-font-signature:3 | | | | is the fact that content teachers may feel poorly |
| 135135232 16 0 262145 0;} @font-face | | | | qualified to teach using content area literacy |
| {font-family:"\@宋体"; panose-1:2 1 6 0 3 1 1 | | | | approaches (Hall, 2005; Lesley, Watson, & |
| 1 1 1; mso-font-charset:134; | | | | Elliot, 2007), further reducing the likelihood of their |
| mso-generic-font-family:auto; | | | | use. |
| mso-font-pitch:variable; mso-font-signature:3 | | | | A third strand in the literature considers |
| 135135232 16 0 262145 0;} /* Style Definitions */ | | | | preservice teachers' beliefs about teaching and |
| p.MsoNormal, li.MsoNormal, div.MsoNormal | | | | how such beliefs frame—and ultimately |
| {mso-style-parent:""; margin:0cm; | | | | resist—their content area literacy experiences |
| margin-bottom:.0001pt; text-align:justify; | | | | in teacher education programs. Holt-Reynolds |
| text-justify:inter-ideograph; mso-pagination:none; | | | | (1992) showed how beliefs filter experiences and |
| font-size:10.5pt; mso-bidi-font-size:12.0pt; | | | | dramatically shape what is learned in teacher |
| font-family:"Times New Roman"; | | | | education courses. For example, based on their |
| mso-fareast-font-family:宋体; | | | | own experiences, preservice teachers may |
| mso-font-kerning:1.0pt;} a:link, span.MsoHyperlink | | | | believe listening to lectures is active engagement |
| {color:blue; text-decoration:underline; | | | | in learning and simply dismiss teacher educators' |
| text-underline:single;} a:visited, | | | | arguments that such learning is passive |
| span.MsoHyperlinkFollowed {color:purple; | | | | (Holt-Reynolds, 1992). Across these accounts, we |
| text-decoration:underline; text-underline:single;} /* | | | | find compelling reasons for -why content area |
| Page Definitions */ @page | | | | literacy approaches are not visible in preservice |
| {mso-page-border-surround-header:no; | | | | teachers' emerging practices. But -we also notice |
| mso-page-border-surround-footer:no;} @page | | | | an important feature common to each strand: |
| Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt | | | | Content area literacy is largely positioned as a set |
| 72.0pt 90.0pt; mso-header-margin:36.0pt; | | | | of strategies external to science or mathematics |
| mso-footer-margin:36.0pt; mso-paper-source:0;} | | | | content. Content area literacy is seen by |
| div.Section1 {page:Section1;} --> <!--[if gte | | | | preservice teachers as a literacy approach that is |
| mso 10]> <style> /* Style Definitions */ | | | | secondary, rather than central, to teaching and |
| table.MsoNormalTable | | | | learning in the content areas. |
| {mso-style-name:普通表格; | | | | For this study, we begin with the assumption that |
| mso-tstyle-rowband-size:0; | | | | preservice teachers' success in and commitment |
| mso-tstyle-colband-size:0; mso-style-noshow:yes; | | | | to their disciplines also makes it difficult for them |
| mso-style-parent:""; mso-padding-alt:0cm 5.4pt | | | | to see how literacy practices are central to the |
| 0cm 5.4pt; mso-para-margin:0cm; | | | | learning of content. We recognize Fake Watches |
| mso-para-margin-bottom:.0001pt; | | | | that our preservice teachers have achieved |
| mso-pagination:widow-orphan; font-size:10.0pt; | | | | considerable success in school science and |
| font-family:"Times New Roman"; | | | | mathematics while pursuing disciplinary subject |
| mso-fareast-font-family:"Times New Roman"; | | | | majors. Like many secondary teachers, their |
| mso-ansi-language:#0400; | | | | primary identities are as disciplinary experts |
| mso-fareast-language:#0400; | | | | (Beijaard, Verloop, & Vermunt, 2000; Helms, |
| mso-bidi-language:#0400;} </style> The | | | | 1998). Because they have been successful at |
| extensive literature on preservice teachers and | | | | learning anatomy or organic chemistry or calculus, |
| content area literacy offers a compelling account | | | | the literacy practices of the disciplines have |
| for preservice teachers' resistance to literacy | | | | become largely invisible to them (D. Hartman, |
| approaches that weaves together at least three | | | | personal communication, March 28, 2007). |
| major strands. One strand argues that the | | | | To make the literacy practices of content learning |
| structures of traditional content instruction resist | | | | visible, we use a novel strategy that compares |
| content area literacy approaches (Alger, 2007; | | | | how students in schools engage with both |
| Moje, 2006; O'Brien et al., 1995). For instance, | | | | traditional and Internet texts. The content of |
| many content area literacy approaches aim to | | | | these texts appropriates features of legitimate |
| disperse instructional authority across students | | | | science or mathematics subject matter but is in |
| and teachers, while traditional content instruction | | | | fact nonsensical. We show how the insertion of |
| centers authority on the teacher | | | | problematic content into the literacy practices of |
| and textbooks (Draper, 2002). | | | | school disrupts the invisibility of text and illustrates |
| A second strand suggests that teachers' | | | | how literacy practices fundamentally shape |
| pedagogical goals resist content area literacy | | | | understanding. We use Gee's (1989) concepts of |
| approaches. The problems with texts that many | | | | metaknowledge and powerful literacy to explain |
| preservice teachers see as pressing are simply | | | | what our preservice teachers learned from this |
| not addressed by literacy strategies (Donahue, | | | | assignment and how the exercise rendered |
| 2000; Fisher & Ivey, 2005). Many teachers | | | | previously invisible literacy practices visible. |