An inquiry model for literacy across the curriculum

After two decades of intense research on reading, a number of teachers and researchers are beginning to ask whether a narrow focus on reading distorts our view of leaning and whether a curriculum centred on reading constrains what can be done in the classroom. Because of these concerns, many have turned to literacy across the curriculum approaches. This report explores three models for the relation of literacy to larger curricular concerns: a Skills Model, an Instrumental Model and an Inquiry Model. It explores in some depth the Inquiry Model's conception of the role of reading and writing within learning. A possible realization of this model is suggested through a detailed look at one college class session.