Title
Literate Thought and Multiple Literacies
Abstract
Many students have difficulty accessing academic content information that, traditionally, has been presented in print (e.g., textbooks and other school materials). Because much of the information that reflects school knowledge is obtained through printed texts, these students will lag in their knowledge development and not have ample opportunities to develop a high level of literate thought—that is, the ability to reflect upon information, solve problems, or develop other higher-level critical thinking skills. It is necessary to reconceptualize our current notion of literacy. Students need opportunities to think about complex information through a captured mode other than print—that is, in a speaking and/or signing literacy mode.
Document Type
Article
DOI
https://doi.org/10.1207/s15430421tip4504_3
Publication Date
2006
Recommended Citation
Paul, Peter V., and Ye Wang. "Literate thought and multiple literacies." Theory Into Practice 45, no. 4 (2006): 304-310.
Journal Title
Theory Into Practice
