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.
General
Imprint: |
Routledge
|
Country of origin: |
United Kingdom |
Series: |
Routledge Research in Literacy Education |
Release date: |
September 2023 |
First published: |
2022 |
Authors: |
Margaret Sheehy
• Donna M. Scanlon
|
Dimensions: |
229 x 152mm (L x W) |
Pages: |
170 |
ISBN-13: |
978-0-367-74707-7 |
Categories: |
Books
|
LSN: |
0-367-74707-3 |
Barcode: |
9780367747077 |
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