Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12
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Description
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.
Contents
Introduction
- 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
- 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
- Scenarios
- 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?
- Reading History
- Writing History
- Practices That Help Students Write Historical Arguments
- Scenarios
- 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
- Scenarios
- 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
- Problem-Solving Literacy
- Numerical Literacy
- Number Line Literacy
- Spatial Literacy in Mathematics
- Graphing Literacy
- Statistical Literacy
- Models/Modeling Using Symbols
- Technology
- Proof
- Scenarios
- 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
- Scenarios
- 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
- Music Literacy
- Aural Discrimination and Reading Music
- Alternate Musical Literacies
- Scenario
- Scenario 1: Musical Literacy With Informal Learning Practices
- Drama Literacy
- Why and How Does Drama Work?
- Scenario
- Scenario 1: Infused Drama Theatre Education Strategies as Multimodal Transmediated Literacy Practices
Description
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.
Contents
Introduction
- 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
- 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
- Scenarios
- 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?
- Reading History
- Writing History
- Practices That Help Students Write Historical Arguments
- Scenarios
- 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
- Scenarios
- 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
- Problem-Solving Literacy
- Numerical Literacy
- Number Line Literacy
- Spatial Literacy in Mathematics
- Graphing Literacy
- Statistical Literacy
- Models/Modeling Using Symbols
- Technology
- Proof
- Scenarios
- 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
- Scenarios
- 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
- Music Literacy
- Aural Discrimination and Reading Music
- Alternate Musical Literacies
- Scenario
- Scenario 1: Musical Literacy With Informal Learning Practices
- Drama Literacy
- Why and How Does Drama Work?
- Scenario
- Scenario 1: Infused Drama Theatre Education Strategies as Multimodal Transmediated Literacy Practices
Reviews
Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12
August 2014 | 184 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781452229935 | $37.95 |
| Lifetime | 01/02/2026 | 9781483353852 | $35.00 |
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.
Table Of Contents:
- Introduction
- 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
- 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
- Scenarios
- 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?
- Reading History
- Writing History
- Practices That Help Students Write Historical Arguments
- Scenarios
- 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
- Scenarios
- 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
- Problem-Solving Literacy
- Numerical Literacy
- Number Line Literacy
- Spatial Literacy in Mathematics
- Graphing Literacy
- Statistical Literacy
- Models/Modeling Using Symbols
- Technology
- Proof
- Scenarios
- 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
- Scenarios
- 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
- Music Literacy
- Aural Discrimination and Reading Music
- Alternate Musical Literacies
- Scenario
- Scenario 1: Musical Literacy With Informal Learning Practices
- Drama Literacy
- Why and How Does Drama Work?
- Scenario
- Scenario 1: Infused Drama Theatre Education Strategies as Multimodal Transmediated Literacy Practices