High Literacy in Secondary English Language Arts (eBook, ePUB)

Bridging the Gap to College and Career
Redaktion: Nachowitz, Marc; Wilcox, Kristen C.

• Format: ePub

Produktbeschreibung

This volume culls scholarship on both what high literacy is and how it is developed. It embraces the call put forth by Langer and Applebee (2016) that high literacy must continue to be our aim and to see more research analyzing and identifying how teachers might promote literacy practices that promote deep thinking around important content. The editors offer a conceptual framework for high literacy that explicates how each component (i.e. reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) relates to the others and from what scholarly literature these concepts have been derived. Individual chapter authors provide in-depth examinations of the existing research base on particular related topics, focusing on the two important cross-cutting aims of the volume: (1) explicating the roles reading, writing, dialogic engagement, and epistemic cognition hold in high literacy development, and (2) providing examples of practices recommended to develop high literacy.

Produktdetails

• Verlag: Bloomsbury eBooks US
• Seitenzahl: 260
• Erscheinungstermin: 7. November 2018
• Englisch
• ISBN-13: 9781498570763
• Artikelnr.: 56815642

Autorenporträt

Edited by Marc Nachowitz and Kristen C. Wilcox - Contributions by Janet Ives Angelis; Huy Q. Chung; Laura Dacus; Lauren Godfrey; Susan R. Goldman; Allison H. Hall; Rhonda Hylton; Jill V. Jeffery; Min-Young Kim; Julie E. Learned; Carol D. Lee; Sarah Levine

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