Power Tools: 30 Critical Disciplinary Literacy Strategies for 6-12 Classrooms - Couverture souple

Dyches, Jeanne; Kaulfuss, Alex; Baker, Katherine; Boyd, Ashley Summer

Couverture souple

ISBN 10 : 1975505549 ISBN 13 : 9781975505547

Editeur : Myers Education Press, 2023

Synopsis

Power Tools: 30 Critical Disciplinary Literacy Strategies for 6-12 Classroom is a unique textbook that offers readers an assortment of short, easy-to-implement disciplinary literacy strategies (which guide virtually all national standards) from critical literacy lenses. Recently emerging scholarship around critical disciplinary literacy (CDL) suggests that disciplinary literacy is, by itself, an incomplete and potentially problematic approach to secondary (grades 6-12) literacy instruction.

A more equitable approach—one that understands disciplines as unique communities with their own unique (and often exclusionary) skills, norms, and discourses (Moje, 2015)—would be more responsive to the ways in which power works differently based on the disciplines at hand (Dyches, 2018/2022). For example, examining systems of power and oppression involved in vaccine distributions requires a different skill set and strategy approach than looking at representations of masculinity in Romeo and Juliet. Power Tools provides multidisciplinary ideas for how to implement CDL in secondary classrooms. Moreover, given the current and ongoing attacks on justice-centered teaching, this text will also serve a critical need: showing teachers how they can teach to name and disrupt oppression in ways that are also standards/discipline-based.

The book offers 30 strategies, with 1-2 pages for each strategy. As an organizing feature in the beginning of the text, there is a vertical list of strategies in alphabetical order, with horizontal columns to the right: one for Critical Literacy Skill and another for Disciplinary Literacy Skill. This feature allows readers to quickly discern which tasks most immediately meet their instructional goals. Each brief chapter will follow the following format:
·A brief overview of each strategy, situated in research of best practices and critique;
·Two to three disciplinary examples for each CDL strategy (i.e. an example of a critical disciplinary literacy-oriented think aloud in seventh grade math and tenth grade ELA classroom). Strategy examples may include examples of student work, discussion prompts, dialogue between teacher and students, and reprintables;
·Ideas for addressing push back. This piece will be especially powerful for teachers concerned about fallout from opening up CDL oriented conversations. 

Power Tools is the perfect text for courses such as Disciplinary Literacy, Secondary Literacy, Content Area Literacy, Methods/Strategies for Teaching Social Justice, Multicultural Education, ELA methods, Science methods, Social Studies methods, and Math methods. It is a valuable tool for both preservice and in-service teachers.

A propos du livre

À propos des auteurs

Dr. Jeanne Dyches (she/her), an associate professor at Iowa State University, researches the relationship between curriculum, racial literacies, and antiracist teaching practices. Specifically, she works to understand how teachers and students resist limitations of their curriculum in order to engage antiracist, emancipatory, and joyful secondary literacy instruction. A former high school English teacher and literacy coach, Dr. Dyches has won awards for her teaching on both the secondary and post-secondary levels. The American Educational Research Association, American Reading Forum, Society of Professors of Education, and Iowa Academy of Education have recognized Dr. Dyches' research and scholarly contributions to the field of education. Dr. Dyches has published in many journals, including Harvard Educational Review, Journal of Teacher Education, English Journal, and Journal of Adolescent and Adult Literacy.

Ashley S. Boyd (she/her) is an associate professor of English/English Education at Washington State University, where she teaches graduate courses on critical theories and anti-oppressive pedagogies and undergraduate courses on Young Adult Literature and Methods for Teaching English. A former secondary English-language arts teacher, Ashley's scholarship examines practicing teachers' social justice pedagogies and their critical content knowledge; explores how young adult literature is an avenue for cultivating students' critical literacies; and investigates how students select, organize, and implement social action projects. Her books, including Social Justice Literacies in the English Classroom: Teaching Practice in Action, analyze and amplify how teachers subvert traditional classroom curriculum to advance equity and justice. She is co-author of Reading for Action: Engaging Youth in Social Justice through Young Adult Literature, and she has also published in the Journal of Teacher Education, English Education, and The ALAN Review.

Dr. Katherine Baker is an associate professor of education at Elon University. She received her doctorate in Curriculum and Instruction with a mathematics education focus from the University of North Carolina at Chapel Hill. She supports prospective teachers in their fieldwork in Pre-K-5 schools and teaches courses including Mathematics Methods, Education and Society, and Number & Algebra for K-8 Teachers. She has previously worked as a 4th and 5th grade classroom teacher and a K-5 Math Lead Teacher. Baker is a member of several professional mathematics organizations and an active board member of, and contributor to, state professional organizations. She collaborates with educators to explore and uplift students' mathematical thinking in indoor and outdoor learning spaces, and then uses that thinking in instructional decision-making that promotes equitable and accessible mathematics.

After earning a B.A. in English Education from North Carolina State University, Dr. Alex Kaulfuss began teaching 9th- and 12th-grade English and Forensic Debate. Over the next decade, as a classroom teacher, Kaulfuss continued to further his own education and professional growth, earning an M.S. in English Education; acquiring additional certifications in Mathematics, Computer Science, and Information Technology; becoming a National Board Certified Teacher; receiving the Jenrette Teaching Excellence Award; and earning a Ph.D. in Curriculum and Instruction. Kaulfuss became an Education Consultant for the North Carolina Department of Public Instruction and then an Instructional Technologist with North Carolina State University's Friday Institute for Educational Innovation, working with teachers to find ways to incorporate technology in the classroom. Kaulfuss returned to public education as part of the founding faculty of a full-scale, blended-learning high school, teaching first Mathematics, then Python and Java, before returning to English at the Wake Early College of Information and Biotechnologies. Kaulfuss's education and research interests include implementing technology in the classroom, utilizing visual texts to augment the overall reading experience, and fostering collaboration and metacognition in young adult learners.

Détails de l'édition

• Éditeur: Myers Education Press
• Date d'édition: 2023
• Langue: anglais
• ISBN 10: 1975505549
• ISBN 13: 9781975505547
• Reliure: Broché
• Nombre de pages: 200
• Coordonnées du fabricant: non disponible
• Personne responsable: non disponible