ABSTRACT
Curriculum mapping is a coin with two sides: one side is the actual documentation of the maps, which is best done electronically; the other side is the formal review process of those maps. The curriculum mapping review process is the seventh essential strategy for developing active literacy within our schools. Twenty-first century tools are solving the age-old problem of making active literacy possible in every classroom. Carl Glickman, in his compelling work with the League of Professional Schools in Georgia, suggests that a shared commitment to teaching and learning should become a public covenant. Educators confused about the reality gap between the 'proposed itinerary' of standards and guidelines and the 'real trip'. Mapping is both diagnostic and prescriptive because the key people who share the same students and share the same building also share the same curricular journey. The essential strategy proposed here is based on building a commitment to formal mapping of literacy directly into curriculum maps.
