Students in the United States struggle with literacy skills, a problem that extends into their undergraduate education and beyond. Particularly in the sciences, reading assignments are usually singularly academic in nature and do not impart the importance of creativity and innovation. We propose a curriculum strategy and lesson plan that employs a “reading across the curriculum” approach to enhance literacy skills in biology students while simultaneously encouraging scientific discourse and creativity.
© 2016 National Association of Biology Teachers. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, www.ucpress.edu/journals.php?p=reprints.
2016
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