The digital age has ushered in the widespread use of technology in all facets of life.
Using textbooks as a foundation for instruction may be detrimental to the effective practice of curriculum integration.
The traditional apprenticeship model of education was centered on the learner engaging in a task under the guidance of a professional.
The degree to which a student absorbs material has traditionally been categorized into deep learning and surface learning.
Instructional strategies for improving content area literacy may seem difficult to implement in subjects whose medium is not primarily the written word.
The increased focus on literacy has challenged teachers to explore strategies for including more reading and writing in their daily instruction.
Content area literacy, the application of reading and writing skills across disciplines, may seem to lend itself to certain subjects more than others.
Many science teachers are apprehensive about including texts in their classroom instruction.
Research suggests that the precepts of content area literacy need to be updated to reflect the specialized demands of literacy in disciplines such as history, math, and science (Shanahan & Shanahan, 2008).