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Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12

Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12

Edited by:

August 2014 | 184 pages | Corwin

 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.

Peter Smagorinsky
About This Book  
How This Book is Organized  
How to Use this Book  
What Does it Meant to be Literate?  
Content-Area Literacy  
Implications for Practice  
Policy Recommendations  
Peter Smagorinsky and Joseph M. Flanagan
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  
Chauncey Monte-Sano and Denise Miles
Chapter 2. Toward Disciplinary Reading and Writing in History
Understanding the Discipline  
What Is the Role of Literacy in History?  
Reading History  
Writing 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  
Kok-Sing Tang, Stephen C. Tighe, and Elizabeth Birr Moje
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  
Linda Hutchison and Jennifer Edelman
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  
Problem-Solving Literacy  
Numerical Literacy  
Number Line Literacy  
Spatial Literacy in Mathematics  
Graphing Literacy  
Statistical Literacy  
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  
Karinna Riddett-Moore and Richard Siegesmund
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  
Katherine D. Strand and Gus Weltsek
Chapter 6. Music and Drama Literacies
Music Literacy  
Aural Discrimination and Reading Music  
Alternate Musical Literacies  
Scenario 1: Musical Literacy With Informal Learning Practices  
Drama Literacy  
Why and How Does Drama Work?  
Scenario 1: Infused Drama Theatre Education Strategies as Multimodal Transmediated Literacy Practices  

Decided to use Reading and Writing Across the Content Areas (2nd ed.) by Sejnost & Thiese.

Dr Bethany Scullin
Secondary Education Dept, Edinboro Univ Of Pennsylvania
January 30, 2015

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ISBN: 9781452229935

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