Donna Alvermann's Books

Principled Practices for Adolescent Literacy

A Framework for Instruction and Policy

By: Elizabeth G. Sturtevant,Fenice B. Boyd,William G. Brozo,Kathleen A. Hinchman,David W. Moore,Donna E. Alvermann

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Principled Practices for Adolescent Literacy

A Framework for Instruction and Policy

By: Elizabeth G. Sturtevant,Fenice B. Boyd,William G. Brozo,Kathleen A. Hinchman,David W. Moore,Donna E. Alvermann

This book presents an evidence-based framework for understanding the literacy needs of adolescents. The premise is that educators and other critical stakeholders need to understand evidence-based principles in order to develop effective curriculum to meet the needs of diverse learners. Recommendations are provided for middle and secondary education, professional development, teacher education research and policy. At the center of the book are Eight Guiding Principles developed by the authors through a process that included an extensive review of research and policy literature in literacy and related fields, a comparison of National Standards documents, and visits to the classrooms of 28 middle and high school teachers across the United States. The Principles are broad enough to encompass a variety of contexts and student needs, yet specific enough to offer real support to those involved in program development or policy decisions. They provide an overarching structure that districts and teachers can use to develop site-specific curriculum that is both research-based and designed to meet the needs of the learners for whom they are responsible. Important Text Features: Organized to help readers understand empirically supported principles of practice that can be used to address literacy concerns in today's schools, each chapter that addresses one of the eight Principles follows a similar format: * The Principle is presented along with a brief explanation of the research base and a sample of national standards that support it. * One or more case examples spanning a wide variety of disciplines, grade levels, and local conditions - provide an in-depth look at the Principle in action. * A well-known adolescent literacy expert offers a response to each case example, giving readers an informed view of the importance of the Principle, how it is enacted in the cases, and examples of other work related to the Principle. Discussion questions are provided that can be used for individual reflection or group discussion. Principled Practices for Adolescent Literacy is intended as a text for pre-service and in-service upper-elementary, middle and high school literacy methods courses and graduate courses related to adolescent literacy, and as a resource for school district personnel, policymakers and parents.

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Page Count

230

Publisher

Routledge

Published Date

ISBN 10

1134732430

ISBN 13

9781134732432

Popular Culture in the Classroom

Teaching and Researching Critical Media Literacy

By: Donna E. Alvermann,Jennifer S. Moon,Margaret C. Hagwood,Margaret C. Hagood

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Popular Culture in the Classroom

Teaching and Researching Critical Media Literacy

By: Donna E. Alvermann,Jennifer S. Moon,Margaret C. Hagwood,Margaret C. Hagood

This book is written for teachers, researchers, and theorists who have grown up in a world radically different from that of the students they teach and study. It considers the possibilities involved in teaching critical media literacy using popular culture, and explore what such teaching might look like in your classroom. Published by International Reading Association

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Page Count

192

Publisher

Routledge

Published Date

ISBN 10

1135853096

ISBN 13

9781135853099

Reconceptualizing the Literacies in Adolescents' Lives

By: Donna E. Alvermann,Kathleen A. Hinchman,David W. Moore,Stephen F. Phelps,Diane R. Waff

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Reconceptualizing the Literacies in Adolescents' Lives

By: Donna E. Alvermann,Kathleen A. Hinchman,David W. Moore,Stephen F. Phelps,Diane R. Waff

Reconceptualizing the Literacies in Adolescents' Lives, Second Edition focuses on exploring the impact of young people's identity-making practices in mediating their perceptions of themselves as readers and writers in an era of externally mandated reforms. What is different in the Second Edition is its emphasis on the importance of valuing adolescents' perspectives--in an era of skyrocketing interest in improving literacy instruction at the middle and high school levels driven by externally mandated reforms and accountability measures. A central concern is the degree to which this new interest takes into account adolescents’ personal, social, and cultural experiences in relation to literacy learning. In this new edition of Reconceptualizing the Literacies in Adolescents’ Lives students’ voices and perspectives are featured front and center in every chapter. Particular attention is given throughout to multiple literacies--especially how information and new communication technologies are changing learning from and with text. Nine of the 15 chapters are new; all other chapters are thoroughly updated. The volume is structured around four main themes: * Situating Adolescents’ Literacies–addressing how young people use favorite texts to perform their identities; how they counter school-based constructions of incompetence; and how they re/construct their literate identities in relation to certain kinds of gendered expectations, pedagogies, and cultural resources; * Positioning Youth as Readers and Writers–stressing the importance of classroom discourse, cultural capital, agency, and democratic citizenship in mediating adolescents’ literate identities; * Mediating Practices in Young People’s Literacies–looking at issues of language, social class, race, and culture in shaping how adolescents represent themselves and are represented by others; and * Changing Teachers, Teaching Changes–capturing the productive ambiguities associated with teaching urban adolescents to read and write in changing times, encouraging students to conduct action research on topics that are personally relevant, and using ‘enabling constraints’ as a concept to formulate policies on adolescent literacy instruction. Reconceptualizing the Literacies in Adolescents’ Lives, Second Edition is an essential volume for researchers, faculty, teacher educators, and graduate students in the field of adolescent literacy education.

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361

Publisher

Routledge

Published Date

ISBN 10

1317433858

ISBN 13

9781317433859

Bring It to Class

Unpacking Pop Culture in Literacy Learning

By: Margaret C. Hagood,Donna E. Alvermann,Alison Heron-Hruby

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Bring It to Class

Unpacking Pop Culture in Literacy Learning

By: Margaret C. Hagood,Donna E. Alvermann,Alison Heron-Hruby

Students' backpacks bulge not just with oversize textbooks, but with paperbacks, graphic novels, street lit, and electronics such as iPods and hand-held video games. This book shows teachers how to unpack those texts and use them to engage students in meaningful learning. Whether you are a technology enthusiast or you favor traditional literature, this book is written for you. With classroom activities, adaptable lessons, and study-group questions in every chapter, this book is guaranteed to help you invigorate your teaching and capture your students' attention!

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Page Count

113

Publisher

Teachers College Press

Published Date

ISBN 10

0807770701

ISBN 13

9780807770702

Language Arts

Process, Product, and Assessment for Diverse Classrooms, Sixth Edition

By: Pamela J. Farris,Donna E. Werderich

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Language Arts

Process, Product, and Assessment for Diverse Classrooms, Sixth Edition

By: Pamela J. Farris,Donna E. Werderich

From the first edition to the latest, Language Arts: Process, Product and Assessment for Diverse Classrooms has presented sound language arts theory and methodology in a nonthreatening, straightforward manner at a reasonable price. Coverage focuses on the 2017 Standards for Literacy Professionals. Each chapter identifies and addresses the standards applicable to that chapter’s topics. Farris and Werderich infuse their foundational guidelines with the latest research, teaching practices, and assessment and evaluation techniques. Ideas for lesson plans, use of technological applications, internet resources, and comprehensive, up-to-date listings of children’s, young adult, and multicultural fiction and nonfiction titles are among the text’s outstanding features. Other features geared expressly for pre- and inservice teachers include: • Engaging, real-life classroom anecdotes • Instructional activities for reading, writing, listening, speaking, viewing, and visually representing • Boxes containing teaching hints and mini lessons • Section on Response to Intervention (RtI) with the various tiers of intervention • Theories, instruction, and teaching activities for English language learners (ELLs) • Guidelines to meet the needs of special needs learners • Suggestions for literacy-based interdisciplinary instruction (including STEM and STEAM) • Examples of children’s work to help readers understand what to expect from different ages and ability levels • Questions and assignments to strengthen readers’ aptitude, awareness, and application of topics to real life

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Page Count

608

Publisher

Waveland Press

Published Date

ISBN 10

1478638796

ISBN 13

9781478638797

Academic Vocabulary in Middle and High School

Effective Practices across the Disciplines

By: Donna Ogle,Camille Blachowicz,Peter Fisher,Laura Lang

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Academic Vocabulary in Middle and High School

Effective Practices across the Disciplines

By: Donna Ogle,Camille Blachowicz,Peter Fisher,Laura Lang

In order to succeed in school and beyond, students in grades 6-12 need to understand and use both academic language and discipline-specific vocabulary. This book describes effective practices for integrating vocabulary study with instruction in English language arts, history/social studies, and math and science, and for helping students become independent, motivated word learners. The expert authors present a wealth of specific teaching strategies, illustrated with classroom vignettes and student work samples. Connections to the Common Core State Standards (CCSS) are highlighted throughout; an extensive annotated list of print and electronic resources enhances the book's utility.

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Page Count

177

Publisher

Guilford Publications

Published Date

ISBN 10

1462522610

ISBN 13

9781462522613

Integrating Technology in English Language Arts Teacher Education

By: Donna L. Pasternak

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Integrating Technology in English Language Arts Teacher Education

By: Donna L. Pasternak

Integrating Technology in English Language Arts Teacher Education investigates the technology practices teacher candidates in the US are being introduced to, how they are using these practices in classrooms, and how technology can be effectively integrated into English teacher education programs. By drawing upon findings from extensive longitudinal studies into teacher education programs in the US, this timely volume addresses critical themes relating to the integration of technology in education, including: • Teaching with technology • Technology for collaboration • Technology for individualized learning and assessment By analyzing the experiences of teacher educators and candidates, and offering detailed analysis of the content, practices, and skills being taught to pre-service English teachers, Pasternak examines the entities that drive or inhibit the adoption of technology into the secondary English language arts (ELA) curriculum. This volume will resonate with an international audience of post-graduate scholars and researchers interested in the fields of teacher education, English language arts, and the relationship between technology and classroom practice.

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Page Count

133

Publisher

Routledge

Published Date

ISBN 10

0429782721

ISBN 13

9780429782725

Building Literacy in Social Studies

Strategies for Improving Comprehension and Critical Thinking

By: Donna Ogle,Ron Klemp

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Building Literacy in Social Studies

Strategies for Improving Comprehension and Critical Thinking

By: Donna Ogle,Ron Klemp

Preparing students to be active, informed, literate citizens is one of the primary functions of public schools. But how can students become engaged citizens if they can't read, let alone understand, their social studies texts? What can educators—and social studies teachers in particular—do to help students develop the knowledge, skills, and motivation to become engaged in civic life? Building Literacy in Social Studies addresses this question by presenting both the underlying concepts and the research-based techniques that teachers can use to engage students and build the skills they need to become successful readers, critical thinkers, and active citizens. The authors provide targeted strategies—including teaching models, graphic organizers, and step-by-step instructions—for activities such as * Building vocabulary, * Developing textbook literacy skills, * Interpreting primary and secondary sources, * Applying critical thinking skills to newspapers and magazines, and * Evaluating Internet sources. Readers will also learn how to organize classrooms into models of democracy by creating learning communities that support literacy instruction, distribute authority, encourage cooperation, and increase accountability among students. Realistic scenarios depict a typical social studies teacher's experience before and after implementing the strategies in the classroom, showing their potential to make a significant difference in how students respond to instruction. By making literacy strategies a vital part of content-area instruction, teachers not only help students better understand their schoolwork but also open students' eyes to the power that informed and engaged people have to change the world.

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Page Count

227

Publisher

ASCD

Published Date

ISBN 10

1416606289

ISBN 13

9781416606284

Argument Writing as a Supplemental Literacy Intervention for At-Risk Youth

Using Design Based Research to Develop a Knowledge Building Literacy Course

By: Margaret Sheehy,Donna M. Scanlon

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Argument Writing as a Supplemental Literacy Intervention for At-Risk Youth

Using Design Based Research to Develop a Knowledge Building Literacy Course

By: Margaret Sheehy,Donna M. Scanlon

This volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development. Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research. The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.

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Page Count

215

Publisher

Routledge

Published Date

ISBN 10

1000471942

ISBN 13

9781000471946

Becoming a Teacher of Writing in Elementary Classrooms

By: Mindy Legard Larson,Donna Kalmbach Phillips

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Becoming a Teacher of Writing in Elementary Classrooms

By: Mindy Legard Larson,Donna Kalmbach Phillips

Becoming a Teacher of Writing in Elementary Classrooms nurtures teachers’ identities as writers, connects to the realities of writing instruction in real and diverse classrooms, and encourages critical and creative thinking. This text is about writing instruction as a journey teachers and students embark on together. The focus is on learning how to teach writing through specific teaching and learning structures found in the Writing Studio: mini-lessons; teacher and peer conferencing; guided writing; and sharing, celebrating, and broadcasting writing. Pedagogical features include teaching structures and strategies, "Problematizing Practice" classroom scenarios, assessment resources, and a Companion Website. Because a teacher who views him or herself as a writer is best positioned to implement the Writing Studio, a parallel text, Becoming-writer, give readers space to consider who they are as a writer, their personal process as a writer, and who they might become as a writer.

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Page Count

366

Publisher

Routledge

Published Date

ISBN 10

1317802632

ISBN 13

9781317802631

Becoming Myself

By: Donna Alvermann

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Becoming Myself

By: Donna Alvermann

A two part series. Series exploring gender dysphoria. Narrated by Adjoa Andoh. 1)Trans Men: Freddie, Mitchell and Blade, raised female, seek treatment as 'trans men'. 2) Trans Women: Bethany, Emma and Tanya, who were raised male, seek treatment as 'trans women'.

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132

Published Date

ISBN 10

0669321052

ISBN 13

9780669321050

Integrating Instruction

Literacy and Science

By: Judy McKee,Judy Spitler McKee,Donna Ogle

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Integrating Instruction

Literacy and Science

By: Judy McKee,Judy Spitler McKee,Donna Ogle

Current research suggests that active study of science reinforces thinking, language and reading skills. Presenting the necessary tools to integrate literacy with science, this hands-on book contains valuable instructional ideas and activities that make science less daunting - especially for teachers.

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