This book lays out a new vision for the teaching of English, building on themes central to Wilhelm's influential "You Gotta BE The Book." With portraits of teachers and students, as well as practical strategies and advice, they provide a roadmap to educational transformation far beyond the field of English. --from publisher description

Using simple, easy-to-follow instructions, supported throughout with clear diagrams and examples of children's work, Paul Johnson demonstrates how scores of different book forms can be made from a single sheet of paper.

Hypertext, e-mail, word processing: electronic technologies have revolutionized textual practices. How does language on screen work differently from language on the page? What new literacy skills are needed and how do we teach them? Page to Screen collects some of the best contemporary thinkers in the field of technology and literacy. They analyze the potential of the new forms of text, the increased emphasis on visual communication, new forms of rhetoric, learning in the age of global communication networks and new approaches to storytelling. Page to Screen is compelling reading for anyone interested in Literacy Education, Language Studies, English, Library Studies, Multimedia and Communication Studies. International contributors include Gunther Kress, Cynthia Selfe, Gail E. Hawisher and Colin Lankshear.

In the past two decades, several U.S. states have explored ways to mainstream media literacy in school curriculum. However one of the best and most accessible places to learn this necessary skill has not been the traditional classroom but rather the library. In an increasing number of school, public, and academic libraries, shared media experiences such as film screening, learning to computer animate, and video editing promote community and a sense of civic engagement. The Library Screen Scene reveals five core practices used by librarians who work with film and media: viewing, creating, learning, collecting, and connecting. With examples from more than 170 libraries throughout the United States, the book shows how film and media literacy education programs, library services, and media collections teach patrons to critically analyze moving image media, uniting generations, cultures, and communities in the process.

"Every student deserves a great teacher, not by chance, but by design" — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. "Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.

Practical and rich in resources, this book provides a roadmap to monitoring, evaluating, and implementing effective literacy instruction in grades PK-12. Designed for district and school leaders as well as literacy coaches and consultants, this book contains all the strategies, guidance, and tools you’ll need to monitor the effectiveness of literacy instruction in your school or system. Top literacy experts Angela Peery and Tracey Shiel share concise, well-researched information about how to identify enriched literacy environments, what constitutes well-designed literacy lessons, and the components of effective literacy programs at each grade level. Chapters cover reading, writing, speaking and listening, as well as collaboration, technology, and more, and offer adaptable strategies for different environments. Tools such as checklists and conversation frames are included to help busy leaders and administrators effectively monitor literacy instruction and provide constructive, thorough feedback to teachers. Each chapter features: Check-Up Tools to review documents and observe instruction Check-In Tools to guide your conversations and feedback given to teachers Reflective Questions for system and school leaders and instructional coaches.