In typical literacy education students read passages from a basal reader, memorize words, and answer multiple-choice questions to display understanding. Rarely are students required to produce intellectual products that are logically sound, interesting, and of good quality. The development of oral communication and group participation skills is acquired haphazardly or ignored altogether. The content of the reading selection lacks substance and interest. A curriculum called 'Communications, Content, and Cooperation' has been written by the author and field tested in a number of correctional settings in western Canada. This article reviews the concerns which prompted the curriculum development, outlines its features, and discusses the impact it has on teachers and students. The article acknowledges that although a curriculum that integrates substantive content with an expanded sense of language development cannot in itself overcome impediments to effective instruction, educators must develop such alternatives to increase the likelihood of effective literacy education. 8 notes and 34 references. (Author abstract modified)