ABSTRACT
We read for many different purposes and the way we read depends on the purposes, or goals, of our reading and what we expect to do with the information we gain. Typically, in formal school settings, students read and memorize information they expect to recall for accountability purposes. This chapter explores the implications for instruction of re-purposing reading as a major tool of inquiry-based learning. Examples from literature and history illustrate an instructional approach intended to re-purpose and deepen disciplinary comprehension and reasoning.
