Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12

Peter Smagorinsky is Distinguished Research Professor in the Department of Language and Literacy Education at The University of Georgia, emeritus; and Distinguished Visiting Scholar at the Universidad de Guadalajara, Jalisco, Mexico. From 2012-2020 he served as the faculty advisor to the student-edited Journal of Language and Literacy Education at UGA; and from 1996-2003 he coedited, with Michael W. Smith, Research in the Teaching of English. Recent awards include the 2020 Horace Mann League Outstanding Public Educator Award, 2018 International Federation for the Teaching of English Award, and 2018 Distinguished Scholar recognition by the National Conference on Research in Language and Literacy. His research and teaching take a sociocultural approach to issues of literacy education, literacy teacher education, and related social concerns. These interests have produced two 2020 books from Bloomsbury: Learning to Teach English and Language Arts: A Vygotskian Perspective on Beginning Teachers’ Pedagogical Concept Development; and coedited with Yolanda Gayol and Patricia Rosas, Developing Culturally and Historical Sensitive Teacher Education: Global Lessons from a Literacy Education Program. His interest in neurodiversity has produced two recent edited collections: Creativity and Community among Autism-Spectrum Youth: Creating Positive Social Updrafts through Play and Performance from Palgrave Macmillan; and, coedited with Joe Tobin and Kyunghwa Lee, Dismantling the Disabling Environments of Education: Creating New Cultures and Contexts for Accommodating Difference from Peter Lang.

• Introduction - Peter SmagorinskyAbout This BookHow This Book is OrganizedHow to Use this BookWhat Does it Meant to be Literate?Content-Area LiteracyImplications for PracticePolicy RecommendationsChapter 1. Literacy in the English/Language Arts Classroom - Peter Smagorinsky and Joseph M. FlanaganChanging Conceptions of LiteracyThe Growing Debate Regarding What Students Should Be ReadingThe Transformation of Instructional Strategies for English Language ArtsForging a Path for Literacy InstructionScenariosScenario 1: Language Proficiency as LiteracyScenario 2: The Literature Strand of the Language Arts CurriculumScenario 3: The Writing Strand of the Language Arts CurriculumScenario 4: Promoting Literacy Through the Use of a Variety of Textual FormsScenario 5: Developing Literacy in a Technical AgeChapter 2. Toward Disciplinary Reading and Writing in History - Chauncey Monte-Sano and Denise MilesUnderstanding the DisciplineWhat Is the Role of Literacy in History?Reading HistoryWriting HistoryPractices That Help Students Write Historical ArgumentsScenariosScenario 1: When Reading Is a StruggleScenario 2: Shifting the Focus in History Class to Embrace the Common CoreScenario 3: Transitioning From Writing Summary to ArgumentScenario 4: Helping Students Use and Select “Good” EvidenceScenario 5: Balancing the Coverage Mandate With Historical InquiryChapter 3. Literacy in the Science Classroom - Kok-Sing Tang, Stephen C. Tighe, and Elizabeth Birr MojeWhat Is Science Literacy and Why Does It Matter?Learning Science LiteracyScenariosScenario 1: Engaged in Reading of Complex Text in the Service of InquiryScenario 2: Integrating Content Instruction and Disciplinary Literacy Standards in ScienceScenario 3: Foregrounding Multimodal Literacy Practices in Concept LearningScenario 4: Connecting Hands-On Experiences With Textual PracticesChapter 4. Literacy in the Mathematics Classroom - Linda Hutchison and Jennifer EdelmanTexts, Mathematics, and Content Area LiteracyWriting and Content Area Literacy in MathematicsReading and Content Area Literacy in MathematicsLiteracy in Mathematics: More Than VocabularyProblem-Solving LiteracyNumerical LiteracyNumber Line LiteracySpatial Literacy in MathematicsGraphing LiteracyStatistical LiteracyModels/Modeling Using SymbolsTechnologyProofScenariosScenario 1: A Learning CommunityScenario 2: Extended Responses on Standardized TestsScenario 3: Geometry and Technology—Why Do We Do Proofs?Scenario 4: Evidence of Content-Area Literacy PracticesChapter 5. The Visual Space of Literacy in Art Education - Karinna Riddett-Moore and Richard SiegesmundDewey’s Vision of Art EducationFrom Perception to the Aesthetics of CareThe Challenges and Possibilities of Visual LiteracyScenariosScenario 1: The Pieta Is a Love LetterScenario 2: PostSecret: Finding Narrative in Image and TextScenario 3: Doodles Can Mean SomethingScenario 4: Shifting Control: Teaching White Girl to DanceScenario 5: A Literacy of Listening: Relational AestheticsChapter 6. Music and Drama Literacies - Katherine D. Strand and Gus WeltsekMusic LiteracyAural Discrimination and Reading MusicAlternate Musical LiteraciesScenarioScenario 1: Musical Literacy With Informal Learning PracticesDrama LiteracyWhy and How Does Drama Work?ScenarioScenario 1: Infused Drama Theatre Education Strategies as Multimodal Transmediated Literacy Practices

Decided to use Reading and Writing Across the Content Areas (2nd ed.) by Sejnost & Thiese.