Publication Date: November 1, 2019
In this practical guide, literacy experts show teachers how to use project-based inquiry to build students’ discipline-specific skills and knowledge in grades 6–12. The authors present a five-phase framework that incorporates their professional development experience working with over 3,000 teachers. By making the intuitive practices of the disciplines explicit within an inquiry process, students have opportunities to construct new knowledge by employing practices used by literary critics, scientists, historians, and mathematicians. Read, Write, Inquire responds to the current focus on disciplinary literacy across multiple sets of standards, offering a clear blueprint to help teachers meet these standards while also providing students with deep learning across the curriculum.
Hiller A. Spires is an alumni distinguished graduate professor at the College of Education and senior research fellow at the Friday Institute for Educational Innovation at North Carolina State University. Shea N. Kerkhoff is an assistant professor of secondary education at the University of Missouri–St. Louis. Casey Medlock Paul is a lecturer at the College of Education, North Carolina State University.
“This book masterfully situates disciplinary literacy within a project-based approach to student inquiry. This unique approach encourages students to adopt sophisticated literacy practices in the same way the disciplines developed them—as a natural outgrowth of knowledge creation.”
—Timothy Shanahan, distinguished professor emeritus, University of Illinois at Chicago
“Amidst the theorizing around disciplinary literacy, this book fills a critical gap by providing well-supported, clear, and extended practical demonstrations of disciplinary literacy in the four major content domains. It is an invaluable resource to teachers and teacher educators looking to take advantage of the power of inquiry learning in the disciplines.”
—William G. Brozo, Graduate School of Education, George Mason University