1st Edition
Teaching K–12 Transdisciplinary Literacy A Comprehensive Instructional Framework for Learning and Leading
Foreword by Brian Cambourne
Acknowledgements
Prelude
Interlude: Understanding rationales and dispositions
Chapter 1 Curating the K–12 transdisciplinary learning environment
Chapter 2 Understanding an integrated model of transdisciplinary literacy learning as a process
Chapter 3 Co-triangulating to inform K–12 instruction
Interlude: Defining K–12 instructional practices
Chapter 4 Using considerate and inconsiderate multimodal texts
Chapter 5 Defining Grades 9-12 instructional practices within a K–12 literacy framework
Chapter 6 Defining Grades 6-8 instructional practices within a K–12 literacy framework
Chapter 7 Defining Grades 3-5 instructional practices within a K–12 literacy framework
Chapter 8 Defining Grades K-2 instructional practices within a K–12 literacy framework
Interlude: Building a foundation for implementation
Chapter 9 Developing a literacy leadership team to refine and sustain a K–12 transdisciplinary literacy framework for instruction
Chapter 10 Transdisciplinary literacy coaching on a continuum of professional learning
Chapter 11 Engaging in multi-tiered systems of upport, response to intervention/instruction, and professional learning communities of practice in a K–12 transdisciplinary literacy framework
Epilogue: Lessons learned
References
Glossary
Index
Biography
Enrique A. Puig, Ed.D., is Director of the Morgridge International Reading Center at the University of Central Florida, USA.
Kathy S. Froelich, Ph.D., is Clinical Associate, at the School of Teacher Education at Florida State University, USA, retired.
"Starting with the carefully crafted watchwords of anticipation to the prelude, interludes, and epilogue, Puig and Froelich have created an elegant professional narrative that introduces a transdisciplinary framework for instruction grounded in sound theory and research on literacy learning over time…The text encourages and persuades teachers and teacher leaders to explore and examine their own and others’ transdisciplinary literacy behaviors in ways that induce deeper understanding of the complexity of transdisciplinary literacy learning to solve real world issues."
--Brian L. Cambourne, University of Wollongong, Australia
