“[C]oncepts such as multiliteracies, multimodal texts, and disciplinary-based reading instruction are changing our notion of what counts as reading and the teaching of reading. Though not paradigm shifts in the fullest sense, these changes are indicative of a time when anomalies, or misfits, within the existing paradigm create conditions for a potential, full-blown paradigm shift (Kuhn, 1970, 1996).”
Alvermann, D. E., & Sonenberg, J. L. (2015). “Now is the winter of our discontent”: Shakespeare, Kuhn, and instability in the field of reading education. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 212-228). New York: Routledge.
Also see:
teleological divide
comprehension instruction
essential digital literacies