Envisioning Knowledge Building Literacy in the Academic Disciplines

ISBN-10: 0807751588
ISBN-13: 9780807751589
Edition: N/A
Authors: Judith A. Langer
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Description: This book by Judith Langer-internationally known scholar in literacy learning-examines how people gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history. Based on extensive  More...

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Book details

Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 12/5/2010
Binding: Paperback
Pages: 192
Size: 6.00" wide x 9.00" long x 0.75" tall
Weight: 0.594
Language: English

This book by Judith Langer-internationally known scholar in literacy learning-examines how people gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history. Based on extensive research, it offers a new framework for conceptualizing knowledge development (rather than information collection), and explores how one becomes literate in ways that mark "knowing" in a field. Langer identifies key principles for practice and demonstrates how the framework and the principles together can undergird highly successful instruction across the curriculum. With many examples from middle and high schools, this resource will help educators to plan and implement engaging, exciting, and academically successful programs.

Prefacep. xi
Envisioning Knowledge: An Introductionp. 1
Academic Literacyp. 2
The Growth of Academic Literacyp. 3
Why Academic Literacy Mattersp. 11
Literate Thinking and Gaining Knowledgep. 12
Summing Upp. 14
The Origins of Envisionment Buildingp. 16
Envisionment Buildingp. 16
Stances During Envisionment Buildingp. 21
The Stances as an Instructional Toolp. 23
Summing Upp. 27
How We Build Literate Knowledgep. 28
Orientations Toward Meaningp. 28
How the Orientations Affect Instructionp. 30
How the Orientations Relate to One Anotherp. 32
Fostering Both Orientations in Disciplinary Classesp. 36
Summing Upp. 38
Envisionment-Building Classroomsp. 39
What Envisionment-Building Classrooms Look Likep. 41
Features of Minds-On Teachingp. 43
The Individual Within the Groupp. 51
Summing Upp. 51
Envisionment Building in Social Studies/Historyp. 53
Instructional Foci in Social Studies/Historyp. 55
A Minds-On Social Studies/History Classp. 57
Using the Stances in 8th-Grade Social Studies/History Special Educationp. 67
Online Discussion in a High School World History Classp. 73
Summing Upp. 75
Envisionment Building in Sciencep. 77
What and How Scientists Knowp. 78
An 8th-Grade Science Class: Sustained Discussion and Writing About Experimentsp. 80
Thinking Critically in a High School Physics Classp. 88
Summing Upp. 90
Envisionment Building in Mathematicsp. 92
Learning Mathematics by Engaging in Applied Activitiesp. 92
Sustained Discussion and Problem Solving for 12th-Grade Struggling Mathematiciansp. 94
An 8th-Grade Class Developing Math Concepts Through Problem-Based Activitiesp. 103
Summing Upp. 112
Envisionment Building in Englishp. 114
Thinking with and Through Languagep. 114
Cognitive and Linguistic Aspects of English Learningp. 115
How a 9th-Grade English Class Explores Vocabulary and Contentp. 117
Making Literary Comparisons in 12th-Grade Englishp. 121
Online Research in a Special Education Classp. 126
Summing Upp. 130
Envisionment Building Across Disciplines: Teachers Collaborating in a Professional Communityp. 131
Coming Togetherp. 134
Year 1: Developing Problem-Based, Minds-On Activitiesp. 135
Year 2: Enhancing Critical Thinking Through Writingp. 137
Year 3: Learning and Thinking More Deeply in the Disciplinesp. 148
Continuing Self-Studyp. 151
Summing Upp. 153
Closing the Circle: The Role of Literacy in Disciplinary Knowledgep. 155
Constructive Envisionment Buildingp. 155
Building Knowledge and Gaining Higher Literacyp. 156
Technology as a Cognitive Playground for Disciplinary Literacyp. 158
Summing Upp. 158
Referencesp. 161
Indexp. 167
About the Authorp. 175
Table of Contents provided by Ingram. All Rights Reserved.

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