Full Description
Accessible and comprehensive, this text introduces a transdisciplinary framework for literacy instruction in grades K-12. This cutting-edge volume addresses the need for literacy instruction that crosses disciplines to provide students with a skillset that is not constrained or siloed, but rather knowledge that students can apply to existing and emerging fields. The text begins with a clear, theoretical understanding of literacy instruction, delves into practical aspects of select instructional practices by grade level, and expands to the creation of schoolwide Multi-Tiered Systems of Support to ensure a continuous improvement system. The authors' inviting and innovative approach walks through real-world pathways for meaningful and inclusive literacy practices at distinct grade levels and includes authentic examples that show what the successful implementation of a K-12 transdisciplinary framework looks like.
Covering key topics such as MTSS, RtI, Professional Communities of Practice, national and state standards, this book supports pre-service ELA teachers, literacy coaches, reading specialists, and administrators, and is ideal for courses in literacy instruction and content area literacy.
Contents
Foreword by Brian Cambourne
Acknowledgements
Prelude
Interlude: Understanding rationales and dispositions
Chapter 1 Curating the K-12 transdisciplinary learning environment
Chapter 2 Understanding an integrated model of transdisciplinary literacy learning as a process
Chapter 3 Co-triangulating to inform K-12 instruction
Interlude: Defining K-12 instructional practices
Chapter 4 Using considerate and inconsiderate multimodal texts
Chapter 5 Defining Grades 9-12 instructional practices within a K-12 literacy framework
Chapter 6 Defining Grades 6-8 instructional practices within a K-12 literacy framework
Chapter 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 implementation
Chapter 9 Developing a literacy leadership team to refine and sustain a K-12 transdisciplinary literacy framework for instruction
Chapter 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 framework
Epilogue: Lessons learned
References
Glossary
Index
