Surface, Deep, and Transfer? Considering the Role of Content Literacy Instructional Strategies

This article provides an organizational review of content literacy instructional strategies to forward a claim that some strategies work better for surface learning, whereas others are more effective for deep learning and still others for transfer learning. The authors argue that the failure to adop...

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Bibliographic Details
Published inJournal of adolescent & adult literacy Vol. 60; no. 5; pp. 567 - 575
Main Authors Frey, Nancy, Fisher, Douglas, Hattie, John
Format Journal Article
LanguageEnglish
Published Wiley-Blackwell 01.03.2017
Subjects
Content Area Reading
Literacy
Prior Learning
Reading Strategies
Teaching Methods
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Summary:This article provides an organizational review of content literacy instructional strategies to forward a claim that some strategies work better for surface learning, whereas others are more effective for deep learning and still others for transfer learning. The authors argue that the failure to adopt content literacy strategies by disciplinary teachers may be due, in part, to the mismatch between the approach and the level of learning expected.
ISSN:1081-3004
DOI:10.1002/jaal.576