This volume culls scholarship on both what high literacy is and how it is developed. Descriptions of each component of high literacy (reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) and how they relate to the others are followed by inspirational illustrations of high literacy instruction in practice.
This volume culls scholarship on both what high literacy is and how it is developed. Descriptions of each component of high literacy (reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) and how they relate to the others are followed by inspirational illustrations of high literacy instruction in practice.
Marc Nachowitz is assistant professor at Miami University Kristen C. Wilcox is associate professor at University at Albany
Inhaltsangabe
Foreword Judith A. Langer Acknowledgments and Dedication Introduction Marc Nachowitz and Kristen C. Wilcox Part 1: Framing High Literacy Chapter 1: Conceptualizing High Literacy: A Framework for Research and Practice Marc Nachowitz and Kristen C. Wilcox Chapter 2: College and Career Readiness Standards and High Literacy Kristen C. Wilcox Jill V. Jeffery and Fang Yu Part 2: Components of High Literacy Chapter 3: Dialogically Organized Instruction: Encouraging Courageous Voices in Polarizing Times Janet I. Angelis Kelly Millet and Eija Rougle Chapter 4: Dialogic Literary Argumentation as High Literacy in English Language Arts Classrooms George E. Newell Theresa Thanos and Min-Young Kim Chapter 5: Attending to Readers' Identities Positions and Social Contexts: An Argument for Disciplinary Literacy in English Language Arts Julie E. Learned Mary Jo Morgan and Laura Dacus Chapter 6: A Design Architecture for Engaging Middle and High School Students in Epistemic Practices of Literary Interpretation Sarah Levine Allison H. Hall Susan R. Goldman and Carol D. Lee Part 3: Curriculum and Instruction for High Literacy Chapter 7: Digitally-Mediated Dialogic Engagement Marc Nachowitz Chapter 8: The Potential of Using a Cognitive Strategies Approach to Enhancing the High Literacy of Secondary English Learners Carol Booth Olson Lauren Godfrey Rachel Stumpf and Huy Q. Chung Chapter 9: Resisting the "Más o Menos" Mindset: Design-Based Research to Boost Latinx Success in Advanced Coursework through Dialogically Organized Instruction Ryan McCarty Tim Pappageorge and Claudia Rueda-Alvarez Chapter 10: Enacting High Literacy Practices in the Classroom: Considerations for Preservice Teachers Kristine E. Pytash Rhonda Hylton and Elizabeth Testa Chapter 11: Conclusion About the Authors
Foreword Judith A. Langer Acknowledgments and Dedication Introduction Marc Nachowitz and Kristen C. Wilcox Part 1: Framing High Literacy Chapter 1: Conceptualizing High Literacy: A Framework for Research and Practice Marc Nachowitz and Kristen C. Wilcox Chapter 2: College and Career Readiness Standards and High Literacy Kristen C. Wilcox Jill V. Jeffery and Fang Yu Part 2: Components of High Literacy Chapter 3: Dialogically Organized Instruction: Encouraging Courageous Voices in Polarizing Times Janet I. Angelis Kelly Millet and Eija Rougle Chapter 4: Dialogic Literary Argumentation as High Literacy in English Language Arts Classrooms George E. Newell Theresa Thanos and Min-Young Kim Chapter 5: Attending to Readers' Identities Positions and Social Contexts: An Argument for Disciplinary Literacy in English Language Arts Julie E. Learned Mary Jo Morgan and Laura Dacus Chapter 6: A Design Architecture for Engaging Middle and High School Students in Epistemic Practices of Literary Interpretation Sarah Levine Allison H. Hall Susan R. Goldman and Carol D. Lee Part 3: Curriculum and Instruction for High Literacy Chapter 7: Digitally-Mediated Dialogic Engagement Marc Nachowitz Chapter 8: The Potential of Using a Cognitive Strategies Approach to Enhancing the High Literacy of Secondary English Learners Carol Booth Olson Lauren Godfrey Rachel Stumpf and Huy Q. Chung Chapter 9: Resisting the "Más o Menos" Mindset: Design-Based Research to Boost Latinx Success in Advanced Coursework through Dialogically Organized Instruction Ryan McCarty Tim Pappageorge and Claudia Rueda-Alvarez Chapter 10: Enacting High Literacy Practices in the Classroom: Considerations for Preservice Teachers Kristine E. Pytash Rhonda Hylton and Elizabeth Testa Chapter 11: Conclusion About the Authors
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