Taking a Multiliteracies Approach to Content Area Literacy
Edition: 3
Copyright: 2016
Pages: 202
Edition: 3
Copyright: 2016
Pages: 202
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During a time when the number of digital devices on the globe can double in one year, connecting school learning with students’ identities, interests, and home literacies is more important than ever.
It is no secret to classroom teachers that today’s students need effective instruction that is also engaging.
Taking a Multiliteracies Approach to Content Area Literacy is a valuable resource for middle and secondary educators who want to implement research-based best practices that are proven to increase student achievement.
This book brings together academic literacy expectations with adolescents’ varied and new media-driven literacy practices and demonstrates powerful ways to bridge the two in content area instruction. Each chapter offers examples of student work and teaching from actual content area classrooms.
In addition, readers will find sample lessons, numerous strategies, and teacher resources. Taking a Multiliteracies Approach gives teachers the tools they need to foster college and career readiness standards, disciplinary literacies, and engaging pedagogy for all learners.
Preface
Chapter One Introduction: “There Is No Literacy in My Content Area!”
Guiding Questions
Teaching Vignette: The First Day of Class
What Does Literacy Have to Do with Content Learning?
Misconceptions About Content Area Literacy
Your Definition of Literacy
Our Definition of Literacy
Multiliteracies
Multiliteracies as Social Justice
Summary
Reflection & Discussion Questions
Chapter Two Creative Drama: Teaching Content through Active Narratives
Guiding Questions
Teaching Vignette: Giving Voice to Students
Active Narrative
Much More Than Icing on the Cake: What Research Says About Active Narrative
Storytelling and Readers Theater: What Teachers Have to Say
Summary
Reflection & Discussion Questions
Chapter Three Transmediation: Teaching Content through Multiple Sign Systems
Guiding Questions
Teaching Vignette: Students Are Naturals at Transmediation
What is Transmediation and How Does It Apply to My Content Area?
Graphic Novels and Notes
Music and Movement as Meaningful Media
Reading the Natural World
Multigenre Essays
Teaching Standards and Transmediation
Summary
Reflection & Discussion Questions
Chapter Four New Literacies in Content Area Literacy Instruction: Creating New Digital Spaces of Possibility
Guiding Questions
Teaching Vignette: Keeping up with New Media
The Information Age and Participatory Media
Connected Literacies: A Framework for Integrating Digital Literacies
Reading Online
Has Social Media Ruined Adolescent Writing?
Participatory Media in the Content Areas
Gaming Literacies
Final Points to Consider about New Literacies
Summary
Reflection & Discussion Questions
Chapter Five Multiple Texts in Content Area Classrooms: The How and What of Teaching Reading
Guiding Questions
Teaching Vignette: Reading for Life
So, What if I Have Students Who Cannot Read the Texts I Plan to Use?
Essential Questions
Close Reading
Incorporating Outside Reading
The Nitty Gritty of Teaching Reading
Summary
Reflection & Discussion Questions
Chapter Six Writing in Multiple Registers: Using Writing as a Tool for Learning in Content Area Classrooms
Guiding Questions
Teaching Vignette: The Power of Words
College and Career Readiness Standards and Writing
Writing as a Process Theories
Multimodal Composing
Writing as Inquiry/Discovery in the Content Areas
Adolescents and Authentic Writing
Summary
Reflection & Discussion Questions
Chapter Seven Disciplinary Literacies: Unpackaging Expectations for Multiple Texts in the Content Areas
Guiding Questions
Teaching Vignette: Teaching Texts from a Music Education Perspective
Disciplinary View of Literacy
How do Experts Practice Literacy in your Discipline?
Think Aloud
Place-Based Literacy
Disciplinary Literacies and Multiliteracies
Summary
Reflection & Discussion Questions
Appendix
Glossary
About the Authors
Mellinee Lesley is a professor in the Language, Diversity & Literacy Studies program at Texas Tech University. She has over 25 years of teaching experience in high school, developmental education, teacher preparation, and graduate settings. Much of her published research as a literacy practitioner has focused on developing effective content area literacy methods for practicing and pre-service teacher candidates.
Sally McMillan is an associate professor of Literacy and Curriculum Studies at Troy University. Her research interests and publications center on narrative theory and arts-based research. In addition to having more than 20 years of teaching experience in middle, secondary, teacher preparation and graduate settings, she also served national origin minority students at the Louisiana Department of Education for four years.
Shirley Webb is an instructor of English with TTUISD’s International Partnerships. She has more than 25 years of teaching experience in high school, middle school, and higher education teacher preparation programs. Her areas of interest include multimodal and multicultural approaches to teaching.