Deep Reading, Deep Learning
Peter Lang Publishing Inc (Verlag)
978-1-4331-9340-8 (ISBN)
We have developed this volume, Deep Reading, Deep Learning, as a companion to our 2017 NCTE book, Deep Reading: Teaching Reading in the Writing Classroom, which received the CCCC Outstanding Book Award in 2019 for Best Edited Collection. In this volume we address a range of social, ethical, and pedagogical issues that have emerged as essential concerns for teachers of reading and writing, especially those related to identity, culture, and positionality. This new volume emphasizes the broad question of equity and social justice in the acquisition and practice of literacy, and the multifaceted lived reality of positionality related to race, class, gender, disability, and language as experienced by students in the classroom.
Patrick Sullivan teaches English at Manchester Community College in Manchester, Connecticut. Howard Tinberg is Professor of English (Emeritus) at Bristol Community College, Massachusetts, and former editor of Teaching English in the Two-Year College. Sheridan Blau is Professor of Practice in the Teaching of English at Teachers College, Columbia University and Professor Emeritus in Education and English at the University of California, Santa Barbara.
Acknowledgments – Foreword by Maryanne Wolf – Introduction – Jamil Shakoor: Being and Nothingness – Yana Rankine: Reconciling with the Lack of Diverse Literature as an Afro-Caribbean American – Mariah Salazar-Solórzano: Beyond the Token Author: Where Is Her Voice in Her Field? – Cheri Lemieux Spiegel: A Response to Mariah Salazar-Solórzano’s "Beyond the Token Author: Where Is Her Voice in Her Field?" – Giovanna Rodriguez: Triunfando en Inglés – Vanessa Kraemer Sohan with Giovanna Rodriguez: A Response to Giovanna Rodriguez’s "Triunfando en Inglés" – Justin Hollis: Performative Literacy – Nefi Ismael Guevara Perez: Two Worlds and the Bridge Between – Alfredo Celedón Luján: El Hoyo – Ellen C. Carillo: Expanding Our Understanding of Deep Reading through Threshold Concepts – Patrick Sullivan: Freedom and Unfreedom: Deep Reading and Hegemonic Ideological Systems – Richard E. Miller: Reading in Slow Motion – Paula M. Krebs: Learning to Read in Graduate School – Asao B. Inoue: Assessment as an Act Is at Its Core an Act of Reading – Mara Lee Grayson: Reading toward Racial Literacy in the College Composition Classroom – Jamila M. Kareem: Culturally White and Culturally Sustaining Ideals of Secondary-to-Postsecondary Reading Curriculum – Vanessa Kraemer Sohan: "Can, Do, and Must": Teaching Reading in the Translingual Writing Classroom – Steven Alvarez: Reading Bilingual Community with Care: Emergent Bilingual Care for Teacher Education – Kate Seltzer/Cati V. de los Ríos: Creating Your Classroom from the Students Up: Tapping into Students’ Translanguaging and Raciolinguistic Literacies for Deep Reading – Kelly Cecchini/Amanda Navarra: Magic Is Just Science We Don’t Understand Yet: Concrete Strategies for Engaging Students in Reflective Reading – Annie Del Principe/Rachel Ihara: "I Bought the Book and I Didn’t Need It": What Reading Looks Like at an Urban Community College – Howard Tinberg/Matthew Davis: Reading and the Teaching for Transfer (TFT) Curriculum – Kelly Blewett: Meaningful Reading in the Writing Classroom – Janine Morris/Giselle E. Kleiban/Jaymin Vakharia: Critical (Digital) Reading in the Age of Fake News – Stacey Waite: Reading Queer – Kate Cantrell/Nike Sulway: Reading Magic: Deep Reading in the Creative Writing Classroom – Meagan C. Frazier: Replanting the Seeds of American Literature: Indigenous Texts as a Necessary Component of American Literature Courses—And Many Other Courses as Well – Sheridan Blau: On Not Teaching College-Level Reading in Order That Students Might Learn It: Honoring Our Pedagogical Legacy in the Composition Classroom – Cheryl Hogue Smith: "We Know What We Are, but Not What We May Be": Transforming Students as Readers of Shakespeare through Commentary Blogs – Jason Courtmanche: Reading Like a Writer: Deep Reading and Mentor Texts – Cristina Vischer Bruns: Learning Fiction’s Importance from Students in an English Classroom – Ruth Aman: More Than Just Talk: Socratic Seminar in the Community College Classroom – Kate Cantrell/Jessica Gildersleeve: An Open Letter to Students: How to Be Comfortable with Being Uncomfortable – Alice S. Horning: Reading across the Lifespan: A Deep Reading Advantage Hypothesis – Ada Hubrig: Return of the Test Subject: Reading Disability, Fostering Disability Literacies – Rich Novack: Seeing the Unseen: Reading and Writing in the Anthropocene – Adam Wolfsdorf: Depth Prevention: When Trauma Interferes with Literary Engagement – Editors – Contributors – Index.
| Erscheinungsdatum | 12.05.2023 |
|---|---|
| Reihe/Serie | Studies in Composition and Rhetoric ; 19 |
| Mitarbeit |
Herausgeber (Serie): Alice S. Horning |
| Zusatzinfo | 22 Illustrations, unspecified |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 178 x 254 mm |
| Gewicht | 856 g |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Anglistik / Amerikanistik | |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Literaturwissenschaft | |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 1-4331-9340-X / 143319340X |
| ISBN-13 | 978-1-4331-9340-8 / 9781433193408 |
| Zustand | Neuware |
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