Read more
This volume culls scholarship on both what high literacy is and how it is developed. Descriptions of each component of high literacy (reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) and how they relate to the others are followed by inspirational illustrations of high literacy instruction in practice.
List of contents
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
About the author
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
Summary
This volume culls scholarship on both what high literacy is and how it is developed. Descriptions of each component of high literacy (reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) and how they relate to the others are followed by inspirational illustrations of high literacy instruction in practice.
