• Content literacy ;
  • Domain knowledge;
  • Specific subject areas (math, art, etc.);
  • Text types, text features;
  • Digital/media literacies ;
  • Information and communication technologies;
  • New literacies;
  • Specific media (hypertext, Internet, film, music, etc.);
  • Family literacy ;
  • Community-based programs, resources;
  • Motivation/engagement ;
  • Choice, preference;
  • Expectations;
  • Interest;
  • Self-efficacy;
  • Research methodology ;
  • Field work;
  • Formative experiments, design experiments;
  • Qualitative;
  • Strategies, methods, and materials ;
  • Informational text;
  • Instructional models;
  • Instructional strategies, teaching strategies;
  • Learning strategies;
  • Supplementary resources;
  • Writing strategies;
  • Teacher education, professional development ;
  • Preservice;
  • Theoretical perspectives ;
  • Writing ;
  • Audience;
  • Genres;
  • Modes;
  • Purpose;
  • Style;
  • Writing across the curriculum;
  • Childhood ;
  • Early adolescence


Pre-service teachers collaborated with 6th grade students to audit a College of Education building looking for possibilities to “go green.” The student/teacher teams developed an e-book collection of project descriptions, completed budgets, estimated timelines, and sustainability requirements for the university to consider. The e-books also included short films in which the students promoted their ideas for green awareness. In this project, flipping instructional spaces and real-izing the curriculum created new possibilities for student-led inquiry. In other words, literacy in the service of communicating meaningful messages, rather than literacy for literacy's sake, created a current of intent in which the students learned genres to achieve their green goals and the teachers learned how to develop authentic tasks and texts to develop students' expertise.