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(Re)Imagining Content-Area Literacy Instruction

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Today’s teachers need to prepare students for a world that places increasingly higher literacy demands on its citizens. In this timely book, the authors explore content-area literacy and instruction in English, music, science, mathematics, social studies, visual arts, technology, and theatre.

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Today’s teachers need to prepare students for a world that places increasingly higher literacy demands on its citizens. In this timely book, the authors explore content-area literacy and instruction in English, music, science, mathematics, social studies, visual arts, technology, and theatre.

Each of the chapters has been written by educators who are experts in their discipline. Their key recommendations reflect the aims and instructional frameworks unique to content-area learning.

This resource focuses on how literacy specialists and content-area educators can combine their talents to teach all readers and writers in the middle and secondary school classroom. The text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the discourse of a song.

“This is a must-read for educators engaged in professional development efforts aimed at improving students’ learning across the content areas. The editors and chapter authors are to be applauded for taking up the call to place content-area literacy squarely in the disciplines.”

Thomas W. Bean, University of Nevada, Las Vegas

About the Editors

Roni Jo Draper is an associate professor in the Department of Teacher Education in the David O. McKay School of Education.

Paul Broomhead is associate professor and coordinator of the Music Education Division in the School of Music.

Amy Petersen Jensen is an associate professor in the College of Fine Arts and Communications.

Jeffery D. Nokes is an assistant professor in the History Department.

Daniel Siebert is an associate professor in the Department of Mathematics Education. All editors are at Brigham Young University, Utah

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