Abstract
(from the chapter) Goals of this chapter include the following: To provide several definitions of the term humanities to demonstrate what various conceptions have in common, as well as how they differ; To describe the characteristics of various models of humanities instruction and explain the benefits of these approaches for adolescent literacy learners; To describe a set of best practices in adolescent literacy for humanities classrooms; To propose several avenues for further research related to literacy instruction for adolescents in humanities classes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Chandler-Olcott, K. (2008). Humanities instruction for adolescent literacy learners. (A. Anstead Aschbacher, Buehl, Cliff, Cushman, de Tocqueville, Dodge, Hoffman, Hynd, Jacobs, Jorgensen, Kist, Lee, McKenzie, Miller, Putnam, Sandmann, Santa, Schaller, Sizer, Sizer, Smith, Stahl, Stone, Sweet, Topping, Tredway, Wiggins, Wineburg, Ed.), Best Practices in Adolescent Literacy Instruction. New York, NY, US: Guilford Press. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc6&NEWS=N&AN=2008-06397-012
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