High Literacy in Secondary English Language Arts

Edited by Marc Nachowitz and Kristen C. Wilcox - Contributions by Janet Ives Angelis; Huy Q. Chung; Laura Dacus; Lauren Godfrey; Susan R. Goldman; Allison H. Hall; Rhonda Hylton; Jill V. Jeffery; Min-Young Kim; Julie E. Learned; Carol D. Lee; Sarah Levine

This volume culls scholarship on both what high literacy is and how it is developed. It embraces the call put forth by Langer and Applebee (2016) that high literacy must continue to be our aim and to see more research analyzing and identifying how teachers might promote literacy practices that promote deep thinking around important content. The editors offer a conceptual framework for high literacy that explicates how each component (i.e. reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) relates to the others and from what scholarly literature these concepts have been derived. Individual chapter authors provide in-depth examinations of the existing research base on particular related topics, focusing on the two important cross-cutting aims of the volume: (1) explicating the roles reading, writing, dialogic engagement, and epistemic cognition hold in high literacy development, and (2) providing examples of practices recommended to develop high literacy.

Foreword, Judith A. LangerAcknowledgments and DedicationIntroduction, Marc Nachowitz and Kristen C. WilcoxPart 1: Framing High LiteracyChapter 1: Conceptualizing High Literacy: A Framework for Research and Practice, Marc Nachowitz and Kristen C. WilcoxChapter 2: College and Career Readiness Standards and High Literacy, Kristen C. Wilcox, Jill V. Jeffery, and Fang YuPart 2: Components of High LiteracyChapter 3: Dialogically Organized Instruction: Encouraging Courageous Voices in Polarizing Times, Janet I. Angelis, Kelly Millet, and Eija RougleChapter 4: Dialogic Literary Argumentation as High Literacy in English Language Arts Classrooms, George E. Newell, Theresa Thanos, and Min-Young KimChapter 5: Attending to Readers' Identities, Positions, and Social Contexts: An Argument for Disciplinary Literacy in English Language Arts, Julie E. Learned, Mary Jo Morgan, and Laura DacusChapter 6: A Design Architecture for Engaging Middle and High School Students in Epistemic Practices of Literary Interpretation, Sarah Levine, Allison H. Hall, Susan R. Goldman, and Carol D. LeePart 3: Curriculum and Instruction for High LiteracyChapter 7: Digitally-Mediated Dialogic Engagement, Marc NachowitzChapter 8: The Potential of Using a Cognitive Strategies Approach to Enhancing the High Literacy of Secondary English Learners, Carol Booth Olson, Lauren Godfrey, Rachel Stumpf, and Huy Q. ChungChapter 9: Resisting the "Más o Menos" Mindset: Design-Based Research to Boost Latinx Success in Advanced Coursework through Dialogically Organized Instruction, Ryan McCarty, Tim Pappageorge, and Claudia Rueda-AlvarezChapter 10: Enacting High Literacy Practices in the Classroom: Considerations for Preservice Teachers, Kristine E. Pytash, Rhonda Hylton, and Elizabeth TestaChapter 11: ConclusionAbout the Authors