Envisioning Knowledge: Building Literacy in the Academic Disciplines

Language and Literacy

by Judith A. Langer, Celia Genishi (Series Editor), Donna E. Alvermann (Series Editor)

This book by Judith Langer — internationally known scholar in literacy learning—examines how learners gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history. Based on extensive research, it offers a new framework for conceptualizing knowledge development (rather than information collection), and explores how one becomes literate in ways that mark “knowing” in a field. Langer identifies key principles for practice and demonstrates how the framework and the principles together can undergird highly successful instruction across the curriculum. With many examples from middle and high schools, this resource will help educators to plan and implement engaging, exciting, and academically successful programs. Essential reading for pre- and inservice teachers and curriculum developers, this

192 pages, Paperback

First published December 5, 2010

Reviews

[David · Rating 4 out of 5]

This was another great book about the idea of content-area literacy. The ideas were similar to that of Dr. Draper's book, but there were certain things that I loved in this book. For example, Langer says,"And if they probe deeply enough and connect wisely enough, they create knowledge. That knowledge is theirs, available to them for whatever purposes they wish in whatever experiences they encounter" (Langer, 2011, p.2).

I don't think I have ever heard the acquisition of knowledge put so eloquently before. We never truly stop learning, but we certainly can do activities that expedite the learning process and allow us to learn items that we can transfer to practical ideas of our lives. And do you understand? We'll always have that knowledge, AND we can use when whenever the circumstance calls for it. That's powerful, and words like that are empowering.

I also particularly enjoyed the acts of literacy that she discusses--when we use our critical thinking skills to defend, challenge, qualify, compare ideas that we read about, watch, listen to, etc. Truly great stuff that has the ability to empower.

[Stephanie · Rating 2 out of 5]

She repackaged a lot of well-known concepts and threw shade at a French teacher. Not a fan.

[Vanessa Siino Haack · Rating 4 out of 5]

I just read about this in Nov 2012 NCTE Chronicle this morning, got excited, and bought it online. It provides a really interesting and helpful way of thinking about how we learn across disciplines and how we think when we are learning. There are some nice parallels with the structures discussed in What Readers Really Do by Barnhouse and Vinton, and I'll be incorporating many of the ideas into my teaching right away.

So far, I've only read the non-discipline specific chapters in the beginning and the one on English. But I'll definitely go back to the other disciplines as well as the chapter on cross-discipline collaborations soon!

[Dan · Rating 4 out of 5]

I read this with the Red River Valley branch of The National Writing Project. I enjoyed it immensely because it addresses the need for discipline specific literacy strategies to be taught. My favorite chapters came towards the end as it gets into the nitty gritty of multidisciplinary team building and professional development that is teacher driven and not mandated. I recommend reading this text with others so you can discuss the often times complex and useful ideas noted.