Students' perceptions of literacy learning in a project-based curriculum

This collaborative classroom study examines high school students' perceptions of their literacy learning in a thematically it integrated humanities course using a project approach to instruction. All students in the class were asked to write reflections of themselves ns readers, writers, and researchers, and several participated in follow-up interviews. Findings show that students perceived they used multiple tests, revisited tests and evaluated information through theil reading, writing, and researching for the projects. These findings informed continued curricular development.