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Author:   Hiller A. Spires ,  Shea N. Kerkhoff ,  Casey Medlock Paul
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.40cm , Height: 1.50cm , Length: 22.60cm
Weight:   0.242kg
ISBN:  

9780807763339

ISBN 10:   0807763330
Pages:   168
Publication Date:   01 November 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Temporarily unavailable  
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Table of Contents

Contents Acknowledgments ix Introduction 1 Disciplinary Literacy and Project-Based Inquiry (PBI) 1 How Our Model Is Different from Other Methods 2 Benefits for Teachers and Students 3 Chapter Summaries 3 Design Features 5 1. Disciplinary Literacy and Inquiry for Deeper Learning 7 What Is Disciplinary Literacy? 7 What Is the Difference Between Disciplinary Literacy and Content Literacy? 11 Apprenticeship in Disciplinary Literacy 13 How Can Disciplinary Literacy Be Used with Inquiry-Based Learning? 18 Summary 21 Now It’s Your Turn! 21 2. Relating Disciplinary Literacy to Inquiry Through the Project-Based Inquiry (PBI) Model 22 The PBI Model 22 Summary 37 Now It’s Your Turn! 38 3. Gathering and Analyzing Sources: Getting Close to Close Reading 39 Gather and Analyze Online Sources 39 What Is Close Reading? 41 Close Reading in the Disciplines 42 Close Reading in the Classroom 48 Strategies for Close Reading 49 Summary 53 Now It’s Your Turn! 54 4. Creatively Synthesizing Information: Building Digital and Global Literacies 55 Creatively Synthesizing Information 56 Digital Literacies and Learning 57 PBI Global and Educational Cosmopolitanism 62 Summary 71 Now It’s Your Turn! 71 5. Critical Evaluation as Summative and Formative Assessment 72 Summative Assessment 73 Formative Assessment 76 Differentiation 79 Summary 84 Now It’s Your Turn 84 6. Share, Publish, and Act: Students and Teachers Stepping into Leadership 86 Students Share, Publish, and Act as Part of Their PBI Process 86 Teacher Leaders as Change Agents 87 Summary 95 Now It’s Your Turn! 96Appendix A: PBI Disciplinary Literacy Lesson for ELA 98 Appendix B: PBI Disciplinary Literacy Lesson for Science 110 Appendix C: PBI Disciplinary Literacy Lesson for History 119 Appendix D: PBI Disciplinary Literacy Lesson for Mathematics 126 Appendix E: PBI Disciplinary Literacy Lesson Template 135 References 141 Index 149 About the Authors 158

Reviews

This unique approach encourages students to adopt sophisticated literacy practices in the same way the disciplines developed them-as a natural outgrowth of knowledge creation. - Timothy Shanahan, distinguished professor emeritus, University of Illinois at Chicago

“Exceptionally well organized and presented, Read, Write, Inquire: Disciplinary Literacy in Grades 6-12 is an ideal choice for teacher in-service training programs and is unreservedly recommended for school district, college, and university library Teacher Education instructional reference collections and supplemental studies lists.” —Midwest Book Review ”Individual teachers will surely benefit from this text, but department heads and curriculum designers will also find this a valuable resource for planning authentic and engaging curriculum with potential for crosscurricular collaboration.” —Journal of Language and Literacy Education “Spires, Kerkhoff, and Paul demonstrate disciplinary literacy in action while simultaneously providing guides to help teachers build their own lessons and units. To their credit, the authors assist readers in understanding the social underpinning of literacy practices and how these practices connect to larger societal issues. The text positions both teachers and students as learners and encourages them to be change agents by shifting the ways in which they approach teaching and learning. The practical applications and intentional focus on assisting teachers in thinking through how to use these tools make this book a useful resource for teachers who want to engage their students in deeper, more meaningful engagement with the content.” —Teachers College Record

Author Information

Hiller A. Spires is an alumni distinguished graduate professor at the College of Education and senior research fellow at the Friday Institute for Educational Innovation at North Carolina State University. Shea N. Kerkhoff is an assistant professor of secondary education at the University of Missouri-St. Louis. Casey Medlock Paul is a lecturer at the College of Education, North Carolina State University.

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