Abstract
In this response, we make the case for the power and promise of scaffolded reading instruction for teaching civic literacy—civic content knowledge and skills needed to both comprehend and take a stand on civic issues at a local, national, or global level. We argue the following: (a) Now, more than ever, students need to develop the skills and will to critically consume and analyze media sources; (b) the Reading Apprenticeship model is a promising approach for teaching students the knowledge and skills to navigate and analyze complex text; and (c) intentional collaboration between literacy and social studies educators (K–12 teachers, teacher educators, and professional development providers) is needed to prepare young people to navigate increasingly complex informational texts.
Response to Article
Shira Eve Epstein, Supporting Students to Read Complex Texts on Civic Issues: The Role of Scaffolded Reading Instruction in Democratic Education
Recommended Citation
McCormick, M. M.
, Halvorsen, A.
(2021).
The Power and Promise of Scaffolded Reading Instruction for Teaching Civic Literacy. A Response to "Supporting Students to Read Complex Texts on Civic Issues: The Role of Scaffolded Reading Instruction in Democratic Education".
Democracy and Education,
29
(1), Article 4.
Available at:
https://democracyeducationjournal.org/home/vol29/iss1/4