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Teaching Economic Literacy: Why, What and How

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  • Michael K. Salemi

    () (University of North Carolina)

Abstract

Instructors typically design the first course in economics to provide students a foundation on which to base further study and, to that end, include many topics in the course. An alternative goal for the first course is to provide students with a self-contained opportunity to attain a deeper understanding and working knowledge of a short list of economics concepts. In this paper, I define economic literacy, explain why the first economics course should target economic literacy, provide suggestions as to which topics should be dropped from the literacy-targeted course, and explain how to use reclaimed class time to promote economic literacy.

Suggested Citation

  • Michael K. Salemi, 2005. "Teaching Economic Literacy: Why, What and How," International Review of Economic Education, Economics Network, University of Bristol, vol. 4(2), pages 46-57.
  • Handle: RePEc:che:ireepp:v:4:y:2005:i:2:p:46-57
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    Cited by:

    1. Martin Kniepert, 2014. "Die (Neue) Institutionenökonomik als Ansatz für einen erweiterten, offeneren Zugang zur Volkswirtschaftslehre," Working Papers 552014, Institute for Sustainable Economic Development, Department of Economics and Social Sciences, University of Natural Resources and Life Sciences, Vienna.
    2. repec:eco:journ3:2017-03-32 is not listed on IDEAS

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