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Language and Literacy
(Re)Imagining Content-Area Literacy Instruction
Today’s teachers need to prepare students for a world that places increasingly higher literacy demands on its citizens. In this timely book, the authors explore content-area literacy and instruction in English, music, science, mathematics, social studies, visual arts, technology, and theatre. Each of the chapters has been written by teacher educators who are experts in their discipline. Their key recommendations reflect the aims and instructional frameworks unique to content-area learning. This resource focuses on how literacy specialists and content-area educators can combine their talents to teach all readers and writers in the middle and secondary school classroom. The text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the discourse of a song. “A great tool for developing disciplinary literacy.”
― Douglas Fisher , San Diego State University
― Douglas Fisher , San Diego State University
- GenresEducation
192 pages, Paperback
First published September 19, 2010
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Displaying 1 - 5 of 5 reviews
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January 17, 2024Chapter 1 -
Insufficiency of general print lit
Necessity to read and write specialized texts is not either/or, but best achieved by collaboration of content area and lit teachers
Text = all objects imbued with meaning
Literacy = discipline-appropriate ways of interpreting or creating a text p. 4
Authentic literacy activities used by knowers of a discipline (simultaneous focus on content and habits of mind)
Useful in and beyond school, p. 5
Allow for examination, evaluation, critique
discipline=specific literacy consistent with norms, practices and literacies of discipline
Authenticity - consistent with disciplinary norms and perspectives that promote content knowledge AND authentic disciplinary practices
Literacy in any given discipline, the literacies essential to learning
Constant collaboration between content teacher and literacy teacher - exposure to text not enough. Also, explicit literacy instruction and contextualization (p. 13)
Page 2 of Google Notes includes comparison table of content-area literacy approaches:
https://docs.google.com/document/d/1y...
Insufficiency of general print lit
Necessity to read and write specialized texts is not either/or, but best achieved by collaboration of content area and lit teachers
Text = all objects imbued with meaning
Literacy = discipline-appropriate ways of interpreting or creating a text p. 4
Authentic literacy activities used by knowers of a discipline (simultaneous focus on content and habits of mind)
Useful in and beyond school, p. 5
Allow for examination, evaluation, critique
discipline=specific literacy consistent with norms, practices and literacies of discipline
Authenticity - consistent with disciplinary norms and perspectives that promote content knowledge AND authentic disciplinary practices
Literacy in any given discipline, the literacies essential to learning
Constant collaboration between content teacher and literacy teacher - exposure to text not enough. Also, explicit literacy instruction and contextualization (p. 13)
Page 2 of Google Notes includes comparison table of content-area literacy approaches:
https://docs.google.com/document/d/1y...
December 13, 2017
Really useful in (re)thinking what literacy and, perhaps more importantly, text mean.
July 17, 2015
I loved this book. Dr. Draper has a wonderful mind that allows students to get an authentic education. I loved working through the ideas found in this book, discussing them with her and my class, and working through situations that allowed me to learn.
This was my first exposure to content-area literacy and I loved it; in fact, I really want to keep moving forward with it after my graduate degree is completed. Of the many items that I learned, I loved the ideas of introducing new texts to my students and helping them develop the literacies associated with those texts, measuring growth and not scores, and looking at varying perspectives. I find it so intriguing to look at, for instance, the perspectives of African-Americans, Low, middle, and affluent Caucasians, and other minorities, about the American dream. Clearly, my idea and reality of the American dream is vastly different than, say, a young boy living in the projects of Chicago--or an African-American living anywhere between the 1900s to 1970s. How often do we give pause to think about something like that, much more, teach something like that?
This was my first exposure to content-area literacy and I loved it; in fact, I really want to keep moving forward with it after my graduate degree is completed. Of the many items that I learned, I loved the ideas of introducing new texts to my students and helping them develop the literacies associated with those texts, measuring growth and not scores, and looking at varying perspectives. I find it so intriguing to look at, for instance, the perspectives of African-Americans, Low, middle, and affluent Caucasians, and other minorities, about the American dream. Clearly, my idea and reality of the American dream is vastly different than, say, a young boy living in the projects of Chicago--or an African-American living anywhere between the 1900s to 1970s. How often do we give pause to think about something like that, much more, teach something like that?
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August 11, 2015Hmm. Strange to rate your own book but I wrote the chapter on teaching English for this one as well as participated in a half decade of discussions in our content literacy group to discover what reading meant to different disciplines.
December 4, 2014
This book has many important ideas about building literacy in all subjects.
Displaying 1 - 5 of 5 reviews