This qualitative study surfaced beliefs around reading instruction and reading development at the onset of an elementary literacy methods course. Prior understandings and knowledge around reading instruction and reading acquisition emerge through various experiences and have the potential to contradict notions presented by teacher educators. This…

In the age of web 2.0, the university is constantly challenged to re-adapt its "old-fashioned" pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their…

This article offers a way of thinking about literacy instruction that critiques current reasoning, but also provides a space to dynamically think outside of prevalent practices. It presents a framework for both planning and studying literacy pedagogy that combines a practical everyday model of the reading process with Michel Foucault's (1988c)…

Reviews the six points for change in the way reading comprehension is taught, recommended by P. David Pearson. (HOD)

Intended for reading teachers and teacher educators, this book provides an analysis of 12 fallacious beliefs thought to be responsible for the perpetuation of ineffective and inappropriate approaches to reading instruction. The introduction looks at the dangers of the myths that underlie reading instruction, discusses how the myths arise out of an…