The primary goals of this course are as follows:
To provide preservice teachers with a basic understanding of contemporary theoretical perspectives on literacy learning and instruction.
To foster a critical and self-reflective approach to literacy instruction and its place in the secondary school curriculum.
To examine the connections between literacy and various kinds of difference (social, ethnic, racial, gender, cultural, etc.).
To enable preservice teachers to construct a workable and theoretically sound approach to the uses of writing and reading in secondary school classrooms.
To provide preservice teachers with an understanding of the complexities of teaching and assessing writing and reading.
To promote inquiry into emerging technologies for writing and reading and their uses in secondary school classrooms to enhance literacy development and content-area learning.
To encourage preservice teachers to examine the relationship between school-sponsored literacy instruction and other aspects of their studentsí academic work and their lives outside school.