| Preface | p. xi |
| Envisioning Knowledge: An Introduction | p. 1 |
| Academic Literacy | p. 2 |
| The Growth of Academic Literacy | p. 3 |
| Why Academic Literacy Matters | p. 11 |
| Literate Thinking and Gaining Knowledge | p. 12 |
| Summing Up | p. 14 |
| The Origins of Envisionment Building | p. 16 |
| Envisionment Building | p. 16 |
| Stances During Envisionment Building | p. 21 |
| The Stances as an Instructional Tool | p. 23 |
| Summing Up | p. 27 |
| How We Build Literate Knowledge | p. 28 |
| Orientations Toward Meaning | p. 28 |
| How the Orientations Affect Instruction | p. 30 |
| How the Orientations Relate to One Another | p. 32 |
| Fostering Both Orientations in Disciplinary Classes | p. 36 |
| Summing Up | p. 38 |
| Envisionment-Building Classrooms | p. 39 |
| What Envisionment-Building Classrooms Look Like | p. 41 |
| Features of Minds-On Teaching | p. 43 |
| The Individual Within the Group | p. 51 |
| Summing Up | p. 51 |
| Envisionment Building in Social Studies/History | p. 53 |
| Instructional Foci in Social Studies/History | p. 55 |
| A Minds-On Social Studies/History Class | p. 57 |
| Using the Stances in 8th-Grade Social Studies/History Special Education | p. 67 |
| Online Discussion in a High School World History Class | p. 73 |
| Summing Up | p. 75 |
| Envisionment Building in Science | p. 77 |
| What and How Scientists Know | p. 78 |
| An 8th-Grade Science Class: Sustained Discussion and Writing About Experiments | p. 80 |
| Thinking Critically in a High School Physics Class | p. 88 |
| Summing Up | p. 90 |
| Envisionment Building in Mathematics | p. 92 |
| Learning Mathematics by Engaging in Applied Activities | p. 92 |
| Sustained Discussion and Problem Solving for 12th-Grade Struggling Mathematicians | p. 94 |
| An 8th-Grade Class Developing Math Concepts Through Problem-Based Activities | p. 103 |
| Summing Up | p. 112 |
| Envisionment Building in English | p. 114 |
| Thinking with and Through Language | p. 114 |
| Cognitive and Linguistic Aspects of English Learning | p. 115 |
| How a 9th-Grade English Class Explores Vocabulary and Content | p. 117 |
| Making Literary Comparisons in 12th-Grade English | p. 121 |
| Online Research in a Special Education Class | p. 126 |
| Summing Up | p. 130 |
| Envisionment Building Across Disciplines: Teachers Collaborating in a Professional Community | p. 131 |
| Coming Together | p. 134 |
| Year 1: Developing Problem-Based, Minds-On Activities | p. 135 |
| Year 2: Enhancing Critical Thinking Through Writing | p. 137 |
| Year 3: Learning and Thinking More Deeply in the Disciplines | p. 148 |
| Continuing Self-Study | p. 151 |
| Summing Up | p. 153 |
| Closing the Circle: The Role of Literacy in Disciplinary Knowledge | p. 155 |
| Constructive Envisionment Building | p. 155 |
| Building Knowledge and Gaining Higher Literacy | p. 156 |
| Technology as a Cognitive Playground for Disciplinary Literacy | p. 158 |
| Summing Up | p. 158 |
| References | p. 161 |
| Index | p. 167 |
| About the Author | p. 175 |
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