Marc Nachowitz is assistant professor at Miami UniversityKristen C. Wilcox is associate professor at University at Albany

• Foreword, Judith A. LangerAcknowledgments and DedicationIntroduction, Marc Nachowitz and Kristen C. WilcoxPart 1: Framing High LiteracyChapter 1: Conceptualizing High Literacy: A Framework for Research and Practice, Marc Nachowitz and Kristen C. WilcoxChapter 2: College and Career Readiness Standards and High Literacy, Kristen C. Wilcox, Jill V. Jeffery, and Fang YuPart 2: Components of High LiteracyChapter 3: Dialogically Organized Instruction: Encouraging Courageous Voices in Polarizing Times, Janet I. Angelis, Kelly Millet, and Eija RougleChapter 4: Dialogic Literary Argumentation as High Literacy in English Language Arts Classrooms, George E. Newell, Theresa Thanos, and Min-Young KimChapter 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 DacusChapter 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. LeePart 3: Curriculum and Instruction for High LiteracyChapter 7: Digitally-Mediated Dialogic Engagement, Marc NachowitzChapter 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. ChungChapter 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-AlvarezChapter 10: Enacting High Literacy Practices in the Classroom: Considerations for Preservice Teachers, Kristine E. Pytash, Rhonda Hylton, and Elizabeth TestaChapter 11: ConclusionAbout the Authors

Literacy is not a unitary skill, but one that involves using language and reasoning strategically for many different purposes in different situations and communities. It is essential that students in secondary schools become adept at doing so. This edited volume makes a clear and cogent case for why this is so critical and, even more importantly, provides useful and powerful examples of how to make “high literacy” a reality.

Marc Nachowitz is assistant professor at Miami UniversityKristen C. Wilcox is associate professor at University at Albany

• Foreword, Judith A. LangerAcknowledgments and DedicationIntroduction, Marc Nachowitz and Kristen C. WilcoxPart 1: Framing High LiteracyChapter 1: Conceptualizing High Literacy: A Framework for Research and Practice, Marc Nachowitz and Kristen C. WilcoxChapter 2: College and Career Readiness Standards and High Literacy, Kristen C. Wilcox, Jill V. Jeffery, and Fang YuPart 2: Components of High LiteracyChapter 3: Dialogically Organized Instruction: Encouraging Courageous Voices in Polarizing Times, Janet I. Angelis, Kelly Millet, and Eija RougleChapter 4: Dialogic Literary Argumentation as High Literacy in English Language Arts Classrooms, George E. Newell, Theresa Thanos, and Min-Young KimChapter 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 DacusChapter 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. LeePart 3: Curriculum and Instruction for High LiteracyChapter 7: Digitally-Mediated Dialogic Engagement, Marc NachowitzChapter 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. ChungChapter 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-AlvarezChapter 10: Enacting High Literacy Practices in the Classroom: Considerations for Preservice Teachers, Kristine E. Pytash, Rhonda Hylton, and Elizabeth TestaChapter 11: ConclusionAbout the Authors

Literacy is not a unitary skill, but one that involves using language and reasoning strategically for many different purposes in different situations and communities. It is essential that students in secondary schools become adept at doing so. This edited volume makes a clear and cogent case for why this is so critical and, even more importantly, provides useful and powerful examples of how to make “high literacy” a reality.

Marc Nachowitz is assistant professor at Miami UniversityKristen C. Wilcox is associate professor at University at Albany

• Foreword, Judith A. LangerAcknowledgments and DedicationIntroduction, Marc Nachowitz and Kristen C. WilcoxPart 1: Framing High LiteracyChapter 1: Conceptualizing High Literacy: A Framework for Research and Practice, Marc Nachowitz and Kristen C. WilcoxChapter 2: College and Career Readiness Standards and High Literacy, Kristen C. Wilcox, Jill V. Jeffery, and Fang YuPart 2: Components of High LiteracyChapter 3: Dialogically Organized Instruction: Encouraging Courageous Voices in Polarizing Times, Janet I. Angelis, Kelly Millet, and Eija RougleChapter 4: Dialogic Literary Argumentation as High Literacy in English Language Arts Classrooms, George E. Newell, Theresa Thanos, and Min-Young KimChapter 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 DacusChapter 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. LeePart 3: Curriculum and Instruction for High LiteracyChapter 7: Digitally-Mediated Dialogic Engagement, Marc NachowitzChapter 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. ChungChapter 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-AlvarezChapter 10: Enacting High Literacy Practices in the Classroom: Considerations for Preservice Teachers, Kristine E. Pytash, Rhonda Hylton, and Elizabeth TestaChapter 11: ConclusionAbout the Authors

Literacy is not a unitary skill, but one that involves using language and reasoning strategically for many different purposes in different situations and communities. It is essential that students in secondary schools become adept at doing so. This edited volume makes a clear and cogent case for why this is so critical and, even more importantly, provides useful and powerful examples of how to make “high literacy” a reality.