Additional information
by Rachael Gabriel (Author), Richard Robinson (Foreword by)
Learn how to design discipline-specific literacy instruction that increases academic engagement and supports college and career readiness. This practical resource offers contexts and strategies for addressing a fundamental question that teachers bring to their work with middle and high school learners: How do I support literacy development alongside specific content goals? By exploring the histories and potentials of discipline-specific literacy instruction, this book provides a clear framework for engaging students as active participants in the authentic activities and processes of each content area. It goes beyond content-area reading strategies by situating literacy within the purposes, audiences, and formats of each area of study. Readers are invited to develop their own disciplinary knowledge to ensure authenticity in their representations of literate practices, to involve students deeply in the work of their disciplinary communities, and to support students' continued engagement beyond the classroom.
Book Features:
- Strategies to deepen teachers' awareness of disciplinary text, practices, and habits of mind to inform the ways they model, teach, and invite literacy into their classrooms.
- Activities to support students in developing the meta-discursive awareness that allows them to navigate the texts of different disciplines.
- Guidance to intentionally and expertly develop multiple literacies that create equity, choice, and access for all learners.
- Exercises and examples appropriate for educators entering the field, as well as veterans who want to revitalize their instruction or prepare for new content, courses, or grade levels.
Author Biography
Rachael Gabriel is a professor of literacy education in the Neag School of Education at the University of Connecticut.
