Hands-on, Practical Guidance for Educators
literacy, equity, multilingual learners, and SEL, to assessment, school counseling,
and education leadership, our books are research-based and authored by experts
on topics most relevant to what educators are facing today.
Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12
With this highly unique and comprehensive text, learn to deliver instruction that prepares secondary school students to be successful readers and writers across the curriculum.
- Grade Level: PreK-12
- ISBN: 9781452229935
- Published By: Corwin
- Year: 2014
- Page Count: 184
- Publication date: September 10, 2014
When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.
Because literacy is not just the English teacher’s job
Think literacy is just for English teachers? Not anymore. Nor should it be when you consider that each discipline has its own unique values and means of expression. These days, it’s up to all teachers to communicate what it means to be literate in their disciplines. Here, finally, is a book ambitious enough to tackle the topic across all major subject areas.
Engage in this cross-disciplinary conversation with seasoned teachers and university researchers, and learn how to develop curriculum and instruction that are responsive to students’ needs across English/language arts, science, social studies, mathematics, visual space, and music and drama. Peter Smagorinsky and his colleagues provide an insider’s lens on both the states of their fields and their specific literacy demands, including:
- Reviews of current issues and state-of-the-art research informing literacy education
- Scenario-based activities for reflection and discussion, typifying the dilemmas and challenges faced by practicing teachers.
- Considerations of the textual forms and conventions required in each discipline
- Specific policy recommendations
Read this book on your own for immediate suggestions on how to improve literacy instruction within your course of study. Better yet, share it with colleagues and participate in a larger conversation about how your literacy expectations influence the ways students read and produce texts in other disciplines.
- Each chapter considers the questions - What sorts of literacy practices are central to each academic discipline? From class to class, what literacy practices carry over, and which are unique to particular disciplines?
- Addresses the school experience from an academic, social, political, and affective perspective rather than simply viewing it as cognitive and knowledge-driven.
- Discusses what teachers can learn from each other's disciplines in terms of providing wide-ranging opportunities to engage with the curriculum and make interdisciplinary connections.
- Suitable for book club settings among faculty members from across the content areas
Table of Contents
About This Book
How This Book is Organized
How to Use this Book
What Does it Meant to be Literate?
Implications for Practice
Chapter 1. Literacy in the English/Language Arts Classroom
Changing Conceptions of Literacy
The Growing Debate Regarding What Students Should Be Reading
The Transformation of Instructional Strategies for English Language Arts
Forging a Path for Literacy Instruction
Scenario 1: Language Proficiency as Literacy
Scenario 2: The Literature Strand of the Language Arts Curriculum
Scenario 3: The Writing Strand of the Language Arts Curriculum
Scenario 4: Promoting Literacy Through the Use of a Variety of Textual Forms
Scenario 5: Developing Literacy in a Technical Age
Chapter 2. Toward Disciplinary Reading and Writing in History
Understanding the Discipline
What Is the Role of Literacy in History?
Practices That Help Students Write Historical Arguments
Scenario 1: When Reading Is a Struggle
Scenario 2: Shifting the Focus in History Class to Embrace the Common Core
Scenario 3: Transitioning From Writing Summary to Argument
Scenario 4: Helping Students Use and Select “Good” Evidence
Scenario 5: Balancing the Coverage Mandate With Historical Inquiry
Chapter 3. Literacy in the Science Classroom
What Is Science Literacy and Why Does It Matter?
Learning Science Literacy
Scenario 1: Engaged in Reading of Complex Text in the Service of Inquiry
Scenario 2: Integrating Content Instruction and Disciplinary Literacy Standards in Science
Scenario 3: Foregrounding Multimodal Literacy Practices in Concept Learning
Scenario 4: Connecting Hands-On Experiences With Textual Practices
Chapter 4. Literacy in the Mathematics Classroom
Texts, Mathematics, and Content Area Literacy
Writing and Content Area Literacy in Mathematics
Reading and Content Area Literacy in Mathematics
Literacy in Mathematics: More Than Vocabulary
Number Line Literacy
Spatial Literacy in Mathematics
Models/Modeling Using Symbols
Scenario 1: A Learning Community
Scenario 2: Extended Responses on Standardized Tests
Scenario 3: Geometry and Technology—Why Do We Do Proofs?
Scenario 4: Evidence of Content-Area Literacy Practices
Chapter 5. The Visual Space of Literacy in Art Education
Dewey’s Vision of Art Education
From Perception to the Aesthetics of Care
The Challenges and Possibilities of Visual Literacy
Scenario 1: The Pieta Is a Love Letter
Scenario 2: PostSecret: Finding Narrative in Image and Text
Scenario 3: Doodles Can Mean Something
Scenario 4: Shifting Control: Teaching White Girl to Dance
Scenario 5: A Literacy of Listening: Relational Aesthetics
Chapter 6. Music and Drama Literacies
Aural Discrimination and Reading Music
Alternate Musical Literacies
Scenario 1: Musical Literacy With Informal Learning Practices
Why and How Does Drama Work?
Scenario 1: Infused Drama Theatre Education Strategies as Multimodal Transmediated Literacy Practices