ERIC Number: ED488747
Record Type: Non-Journal
Publication Date: 2004
Reference Count: 0
Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice
Saul, E. Wendy
International Reading Association (NJ3)
This collection brings together the best minds in education to explore the literacy-science connection and to reduce the lack of understanding between the science and humanities communities. The articles cover a range of topics and perspectives, from quasitheoretical pieces and literature reviews to case studies and evaluations of particular interventions. Readers will find this book an invaluable resource for improving science and literacy curricula and balancing instruction to best fit students' needs. After an introduction this book is divided into nine sections, Section I: Describing the Languages of Science, contains the following chapters: (1) Language in the Science Classroom: Academic Social Languages as the Heart of School-Based Literacy (James Paul Gee); (2) The Literacies of Science (Jay L. Lemke); (3) Gestures: The Leading Edge in Literacy Development (Wolff-Michael Roth). Section II: The Role of Literacy Instruction in Science, contains the following chapters: (4) Why Do Future Scientists Need to Study the Language Arts? (Larry D. Yore); and (5) Science Is Not Written, But It Can Be Written About (Robert E. Yager). Section III: Expanding Access to Science, contains the following chapters: (6) Girls in Science: Creating Symmetrical Opportunities for Acquiring Scientific Literacy (Barbara J. Guzzetti); (7) The Science of Reading and the Reading of Science: Successes, Failures, and Promises in Search for Prerequisite Reading Skills for Science (Michael L. Kamil and Elizabeth B. Bernhardt); (8) Knowing and Being in Science: Expanding the Possibilities (Allan Feldman). Section IV: Teaching Science as a Dialogic Process, contains the following chapters: (9) Promoting Dialogic Inquiry in Information Book Read-Alouds: Young Urban Children's Ways for Making Sense in Science (Christine C. Pappas and Maria Varelas); (10) Improving Science Instruction With Information Books: Understanding Multimodal Presentations (Laura B. Smolkin and Carol A. Donovan); (11) Readers Are Scientists: A Reflective Exploration of the Reasoning of Young Scientists, Readers, Writers, and Discussants (Jeanne Reardon). Section V: Self-Questioning and Metacognition, contains the following chapters: (12) Multiliteracies and Self-Questioning in the Service of Science Learning (Donna E. Alvermann); (13) Reading Comprehension and Science Inquiry: Metacognitive Connections (Linda Baker). Section VI: Choosing Science Trade Books, contains the following chapters: (14) Choosing Informational Books for Primary-Grade Classrooms: The Importance of Balance and Quality (Mariam Jean Dreher and Anita N. Voelker); (15) Highly Recommended Trade Books: Can They Be Used in Inquiry Science? (Danielle J. Ford); (16) How Not to Get Lost on The Magic School Bus: What Makes High Science Content Read-Alouds? (Laura B. Smolkin and Carol A. Donovan). Section VII: Science Writing Heuristics, contains the following chapters: (17) Learning From Text Designed to Model Scientific Thinking in Inquiry-Based Instruction (Shirley J. Magnusson and Annemarie Sullivan Palincsar); (18) Students' Science Notebooks and the Inquiry Process (Michael P. Klentschy and Elizabeth Molina-De La Torre); (19) The Science Writing Heuristic: Using Writing as a Tool for Learning in the Laboratory (Carolyn S. Wallace, Brian Hand, and Eun-Mi Yang). Section VIII: Evaluating Commercial Text Materials, contains the following chapters: (20) Better Textbooks, Better Readers and Writers (Cynthia Shanahan); (21) Choosing Science Textbooks: Connecting Research to Common Sense (William G. Holliday); (22) Integrating Science and Literacy Instruction With a Common Goal of Learning Science Content (Harold Pratt and Norby Pratt). Section IX: Reaching Teachers, contains the following chapters: (23) Mind Engagement: What Is Not Typically Accomplished in Typical Science Instruction (Robert E. Yager); (24) "Reading the World Before Reading the Word": Implications for Professional Development of Teachers of Science (Hubert M. Dyasi and Rebecca E. Dyasi). Acknowledgments; contributors; afterword: What's Next? A View From the Editor's Perch (E. Wendy Saul); author index; and subject index are also included.
Descriptors: Science Instruction, Literacy, Research Methodology, Curriculum Development, Academic Discourse, Literacy Education, Females, Scientific Literacy, Metacognition, Heuristics, Textbook Selection, Instructional Materials
International Reading Association, Headquarters Office, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323 (Toll Free); Fax: 302-731-1057.
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: International Reading Association, Newark, DE.