ABSTRACT
This chapter provide a societal and historical context for literacy development. It describes teachers, both preservice and in-service, who have developed their content area instructional practices on the principles and suggestions. The chapter explores both what the term literacy means and its applications beyond the classroom. During World War II, concern for literacy increased because soldiers were challenged by the reading they needed to do to maintain and repair their weapons. As a result, the military establishment provided funds and efforts to improve the reading and writing performance of recruits. The notion of insiders and outsiders to literacy is intuitively seductive and is confirmed by Frank Smith in his book, joining The Literacy Club. He is concerned that too many teachers focus on materials and methods and not enough teachers think about and plan experiences in their classroom that invite learners to join the literacy club.
