Teaching K–12 Transdisciplinary Literacy

Enrique A. Puig, Ed.D., is Director of the Morgridge International Reading Center at the University of Central Florida, USA.Kathy S. Froelich, Ph.D., is Clinical Associate, at the School of Teacher Education at Florida State University, USA, retired.

• Foreword by Brian CambourneAcknowledgementsPrelude Interlude: Understanding rationales and dispositionsChapter 1 Curating the K–12 transdisciplinary learning environment Chapter 2 Understanding an integrated model of transdisciplinary literacy learning as a processChapter 3 Co-triangulating to inform K–12 instruction Interlude: Defining K–12 instructional practicesChapter 4 Using considerate and inconsiderate multimodal textsChapter 5 Defining Grades 9-12 instructional practices within a K–12 literacy frameworkChapter 6 Defining Grades 6-8 instructional practices within a K–12 literacy frameworkChapter 7 Defining Grades 3-5 instructional practices within a K–12 literacy framework Chapter 8 Defining Grades K-2 instructional practices within a K–12 literacy framework Interlude: Building a foundation for implementationChapter 9 Developing a literacy leadership team to refine and sustain a K–12 transdisciplinary literacy framework for instructionChapter 10 Transdisciplinary literacy coaching on a continuum of professional learning Chapter 11 Engaging in multi-tiered systems of upport, response to intervention/instruction, and professional learning communities of practice in a K–12 transdisciplinary literacy frameworkEpilogue: Lessons learnedReferencesGlossaryIndex

"Starting with the carefully crafted watchwords of anticipation to the prelude, interludes, and epilogue, Puig and Froelich have created an elegant professional narrative that introduces a transdisciplinary framework for instruction grounded in sound theory and research on literacy learning over time….The text encourages and persuades teachers and teacher leaders to explore and examine their own and others’ transdisciplinary literacy behaviors in ways that induce deeper understanding of the complexity of transdisciplinary literacy learning to solve real world issues."--Brian L. Cambourne, University of Wollongong, Australia