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Janet Ives Angelis
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Huy Q. Chung
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Laura Dacus
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Lauren Godfrey
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Susan R. Goldman
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Allison H. Hall
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Rhonda Hylton
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Jill V. Jeffery
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Min-Young Kim
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Julie E. Learned
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Sarah Levine
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Kelly Millett
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Mary Jo Morgan
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George E. Newell
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Tim Pappageorge
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Claudia Rueda-Alvarez
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Rachel Stumpf
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Elizabeth Testa
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Theresa Thanos
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Fang Yu
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Northwestern University Carol D. Lee
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Ryan McCarty
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Director of the UCI/National Writing Project and Associate Professor in the Carol Booth Olson
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Kristine E. Pytash
pubblicato da
Lexington Books
This volume culls scholarship on both what high literacy is and how it is developed. It embraces the call put forth by Langer and Applebee (2016) that high literacy must continue to be our aim and to see more research analyzing and identifying how teachers might promote literacy practices that promote deep thinking around important content. The editors offer a conceptual framework for high literacy that explicates how each component (i.e. reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) relates to the others and from what scholarly literature these concepts have been derived. Individual chapter authors provide in-depth examinations of the existing research base on particular related topics, focusing on the two important cross-cutting aims of the volume: (1) explicating the roles reading, writing, dialogic engagement, and epistemic cognition hold in high literacy development, and (2) providing examples of practices recommended to develop high literacy.
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