Envisioning Knowledge: Building Literacy in the Academic Disciplines

Teachers College Press
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This updated text argues that literature fosters ways of thinking that go far beyond understanding the conventions of genre and text. It involves literate thinking that takes students beyond improved performance on high-stakes tests and prepares them for their future in the 21st century.  This revision of Judith Langer’s classic bestseller builds on more than 15 years of research and development projects in elementary, middle, and high schools, in inner-city as well as suburban and rural communities: 

New examples to show the kinds of critical, creative, and innovative thinking that are needed for success in the digital-age classroom. 
A fifth stance added to the Envisionment-building framework toward higher-level understanding, integration, and the building of new concepts. 

Filled with examples from across the grades and the voices of students and teachers, this book continues to be a practical and influential resource for the English Language Arts classroom. 


Judith A. Langer is an internationally known scholar in literacy learning and Distinguished Professor at the University at Albany, State University of New York.  She is the author of Getting to Excellent: How to Create Better Schools.


“[Judith Langer] pioneered the changes in the way we define the English/Language Arts curriculum.”

English Journal (reviewing the first edition)


“Rich with narratives, Envisioning Literature provides both strong theory about teaching literature and real examples that provide a context for change….Important reading for teachers, staff development trainers, policy analysts, and reading program administrators.”

Reading Today (reviewing the first edition)

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About the author

Judith A. Langer is an internationally known scholar in literacy learning and Distinguished Professor at the University at Alabany, State University of New York.
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Additional Information

Publisher
Teachers College Press
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Published on
Apr 17, 2015
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Pages
175
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ISBN
9780807770740
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Language
English
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Genres
Education / General
Language Arts & Disciplines / Literacy
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Content Protection
This content is DRM protected.
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Available on Android devices
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Backed by solid research, Writing Instruction That Works answers the following question: What is writing instruction today and what can it be tomorrow? This up-to-date, comprehensive book identifies areas of concern for the ways that writing is being taught in today’s secondary schools. The authors offer far-reaching direction for improving writing instruction that assist both student literacy and subject learning. They provide many examples of successful writing practices in each of the four core academic subjects (English, mathematics, science, and social studies/history), along with guidance for meeting the Common Core standards. The text also includes sections on “Technology and the Teaching of Writing” and “English Language Learners.”

Book Features:

A detailed presentation of successful writing instruction in all four core subject areas.Examples of writing activities that comply with the Common Core Standards.A checklist and discussion questions for the classroom and professional development.

Arthur N. Applebee is a Distinguished Professor in the School of Education, University at Albany, State University of New York and Director of the Center on English Learning and Achievement. Judith A. Langer is the Vincent O’Leary Distinguished Professor at the University at Albany and the author of Envisioning Literature, now in its Second Edition, and Envisioning Knowledge.

“Concerned about your students' writing skills? Worried about how to prepare them for new performance assessments? In search of ideas for re-conceiving the teaching of writing on your campus? You have come to the right place. Writing Instruction that Works details and analyzes the state of writing in America's schools and offers a vision for how writing could and should be taught. For me, ArthurApplebeeand Judith Langer's book is a call to action. Read it today. Buy a copy for every educator you know.”
—Carol Jago, past president, National Council of Teachers of English, associate director, California Reading and Literature Project, UCLA

“In Writing Instruction that Works, Arthur Applebee and Judith Langer do as they have always done: offer us a compelling, coherent, and much-needed vision of what effective middle and high school writing instruction looks like in all content areas, anchoring their insights, recommendations, and claims in their extensive research in the classrooms of real teachers throughout the country. This book serves as a guide for what we must do to teach writing well and how we can do that in our schools, departments, and individual classrooms despite the many challenges we face. It is a book that traces our progress, identifies our problems, reminds us what is possible while revealing the ways we might achieve these ambitious and very important goals. If I had to recommend one book to a teacher, administrator, or professor to read about improving the teaching of writing in all content areas, this would be that book.”
—Jim Burke, bestselling author of The English Teacher’s Companion and What’s the Big Idea?

Writing and the teaching of writing is changing at a rapid pace. How can educators understand writing assessment as and with technology in the 21st-century classroom? Michael Neal contends that new technologies are neither the problem nor the solution. Instead, educators need to tap into digital resources only inasmuch as they promote writing and its assessment as rhetorical with authentic purposes, audiences, and contexts. In this accessible text, Michael Neal provides an innovative framework for the formative and holistic assessment of students’ digital composition at the college and high school level. Chapters address the recent evolution of writing assessment tools, the growing trend of computer automated scoring, and the immense future potential of technology-assisted assessments.

Book Features:



Provides frameworks to help teachers evaluate student-produced multi-media writing.
Evaluates a wide range of current assessment technologies.
Addresses concerns about the current trend of machine-scored composition.
Suggests ways teachers can implement digital technologies to improve student writing as well as engage learners.

Michael Neal is an assistant professor in the English Department at Florida State University


“The stress of external pressures on the assessment of student compositions, writing programs, and educational institutions has, in far too many cases, resulted in a painful misalignment of our work as educators.In his provocative book, Michael Neal notes that teaching writing and assessing writing are inextricably linked to one another."

—From the Foreword by Janet Swenson, Associate Dean, College of Arts and Letters, Michigan State University


“Grounding his inquiry in stories and humor, Michael Neal presents a lucid exploration of how technologies and assessments illuminate and shape each other.  Remarkably, Neal blends a robust command of relevant theories with a deep reverence for the nuanced complexities of actual students and teachers working in specific learning contexts.”

—Bob Broad, professor of English, Illinois State University

This innovative book moves beyond the day-to-day matters of coaching to a deeper examination of how literacy coaching can improve instructional practice. The authors offer research-based strategies that can be used to create the professional and dynamic relationships needed for successful teacher–coach collaborations. Readers will hear the voices of coaches as they analyze their own efforts to scaffold adult learning, guide collaborative inquiry, and support teacher reflection. Featuring concrete examples, this practical book: Provides a model for literacy coaches to analyze and examine their own practice. Details the importance of systematic observation of teaching and how to use observation to shape subsequent coaching sessions. Examines guiding teacher inquiry in whole groups, small groups, and pairs, to reflect and act on teaching and coaching. Charts the usefulness of teachers and coaches talking about teaching, and how this supports the change of teaching practices.

“The authors have provided a rich description of what literacy coaches actually do as they work daily with teachers. Each chapter is soundly grounded in the research literature but goes beyond it to provide many practical examples.”
—From the Foreword by Gay Su Pinnell, The Ohio State University

“The authors deal deftly with key aspects of coaching that characterize successful coaches and for which even the most knowledgeable literacy coaches are often ill-prepared. An excellent resource for anyone whose responsibilities sometimes include the role of coach.”
—Dorothy S. Strickland, Rutgers, the State University of New Jersey

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.


Additional contributors: Marta Adair, Diane L. Asay, Sharon R. Gray, Sirpa Grierson, Scott Hendrickson, Steven L. Shumway, Geoffrey A. Wright


Roni Jo Draperis an associate professor in the Department of Teacher Education in the David O. McKay School of Education.Paul Broomheadis associate professor and coordinator of the Music Education Division in the School of Music.Amy Petersen Jensenis an associate professor in the College of Fine Arts and Communications.Jeffery D. Nokesis an assistant professor in the History Department.Daniel Siebertis an associate professor in the Department of Mathematics Education. All editors are at Brigham Young University, Utah.


“This is a must-read for educators engaged in professional development efforts aimed at improving students’ learning across the content areas. The editors and chapter authors are to be applauded for taking up the call to place content-area literacy squarely in the disciplines.”

—From the Foreword byThomas W. Bean, University of Nevada, Las Vegas


“A great tool for developing disciplinary literacy.”

—Douglas Fisher, San Diego State University


“Draper and her colleagues successfully convey the complex and subject-specific nature of effective content area literacy instruction. This book reminds us in refreshing ways that there is more to effective reading than decoding and prior knowledge.”

—George G. Hruby, Executive Director, Collaborative Center for Literacy Development, University of Kentucky


“From its grounding in inquiry and collaboration, to its contemporary views of literacy and text, this book is an important response to recent calls to redress century-old recommendations for teaching reading. It is exciting to recommend(Re)ImaginingContent-Area Literacy Instructionfor any course or in-service project with a focus on content-area literacy instruction.”

—Kathleen Hinchman, Syracuse University, School of Education

Inspiring Dialogue helps new English teachers make dialogic teaching practices a central part of their development as teachers, while also supporting veteran teachers who would like new ideas for inspiring talk in their classrooms. Chapter by chapter, the book follows novice teachers as they build a repertoire of practices for planning for, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum. The text also includes a section to support dialogic teacher learning communities through video study and discourse analysis. Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development.

Book Features:

Dialogic tools for step-by-step planning within a lesson, over the course of a unit, or during an entire academic year.A user-friendly, interactive layout designed for new teachers who are pressed for time.Classroom examples addressing the challenges English teachers may face in stimulating rich learning talk in an era of standardization. A companion website with additional examples, activities, and course material.

“Real talk. Real classrooms. Real students. The authors of Inspiring Dialogue have given teacher education programs a tool for introducing dialogic teaching in culturally and linguistically diverse classrooms while meeting Common Core State Standards objectives.”
—Maisha T. Winn, Susan J. Cellmer Chair in English Education, University of Wisconsin–Madison, author of Girl Time: Literacy, Justice and the School-to-Prison Pipeline

“Inspiring Dialogue covers a comprehensive and practical set of tools and strategies for implementing dialogic instruction. . . . It is a program that has been fully tested at Michigan State University in one of the most thorough and carefully crafted teacher education programs nationally.”
—From the Foreword by Martin Nystrand, professor emeritus, University of Wisconsin–Madison

“One of the most exciting aspects of English language arts is the discussion that can occur in the classroom. For many teachers, however, it is often a struggle to structure and implement real dialogue. Inspiring Dialogue provides specific guidance to encourage authentic conversations between teachers and students with practical advice for implementation.”
—Leila Christenbury Chair, Department of Teaching and Learning, Commonwealth Professor, English Education, School of Education, Virginia Commonwealth University

Mary M. Juzwik is associate professor of language and literacy in the Department of Teacher Education at Michigan State University (MSU), and co-editor of the journal Research in the Teaching of English. Carlin Borsheim-Black is assistant professor of English language and literature at Central Michigan University (CMU). Samantha Caughlan is an assistant professor of English education in the Department of Teacher Education at MSU. Anne Heintz is an adjunct professor in the Master of Arts in Educational Technology program at MSU.

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