Description
Book SynopsisThis 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 liter
Trade ReviewLiteracy is not a unitary skill, but one that involves using language and reasoning strategically for many different purposes in different situations and communities. It is essential that students in secondary schools become adept at doing so. This edited volume makes a clear and cogent case for why this is so critical and, even more importantly, provides useful and powerful examples of how to make “high literacy” a reality. -- Steve Graham, Warner Professor of Educational Leadership & Innovation, Arizona State University
All of the authors share a concern for how high literacy can serve as a blueprint for engineering English language arts pedagogy that is more rigorous, inclusive, and relevant than what most secondary students encounter today. The chapters offer well-theorized and classroom-tested ideas about how to achieve that goal, and the editors frame that work with an optimism that is both clear-eyed and inviting. -- Kelly Chandler-Olcott, Laura J. & L. Douglas Meredith Professor of Teaching Excellence, Syracuse University
This edited book addresses the conceptualization and implementation of high literacy practices in ways that inform a variety of important stakeholders (e.g., policy-makers, practitioners, researchers, teacher educators). Using numerous examples based on literacy research from secondary English Language Arts classrooms, the authors share instructional practices for all components of high literacy development. In doing so, readers not only learn about individual components (i.e., reading, writing, dialogic engagement, and epistemic cognition in literacy reasoning) but also how these components relate to each other for the overall conceptual framework. -- Virginia J. Goatley, University at Albany, State University of New York
Table of ContentsForeword, 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
