Integrating Literature In The Disciplines

The Second Edition of this practical and comprehensive resource offers a multitude of ways to incorporate literature into teaching and learning across a range of disciplines. Future and practicing teachers, librarians, instructional coaches, and school leaders can implement the ideas within this text to improve the literacy skills and knowledge of students, while also addressing standards and curricular goals of various content areas. The new edition recognizes a paradigm shift from content areas to disciplines, reflecting the specific ways reading and writing are used in different fields of study. Updated with current research and practices, the volume recommends and evaluates books in different genres and categories, with chapters on informational books; fiction; biography and memoir; poetry; and hands-on and how-to books. For every category, Kane provides a rationale, instructional strategies, and author studies, as well as lists and descriptions of books related to curricular areas. With a wealth of activities and new BookTalks, this Second Edition is greatly revised and features expanded attention to technology, digital learning, diversity, and culture. Using this text will create opportunities for deep discussions and will stimulate students’ interest and motivation to read and learn. Integrating Literature in the Disciplines helps educators identify books that fit with any subject to enhance the creative and affective dimensions of school life; encourages interdisciplinary connections; and increases the depth and relevance of lessons. It is ideal for professional development and serves as a tool for Readers’ Advisory to match books with readers throughout the school day and beyond.

Judith H. Anderson and Christine R. Farris, colleagues at Indiana University and prominent scholars in literary studies and composition respectively, aim here to bridge the perceived division between the two disciplines. In a spirit of curricular collaboration, Integrating Literature and Writing Instruction presents an array of courses, mainly for non-English majors, that use literature in teaching first-year college students how to read, write, and think critically. Contributors teach at a range of institutions—from Research I and large state universities to small, selective colleges—and use different classroom approaches, some highly participatory and others combining lectures with small-group work. Divided into three groups, representing humanities core courses, courses that focus on literature, and courses that focus on cultural issues in relation to literature, the essays explore the use of a variety of literary texts, from Shakespeare's sonnets to historical novels to detective fiction. Contributors offer imaginative assignments and innovative pedagogical techniques that can be adapted profitably in multiple courses and institutional contexts. The concluding section narrates the collaborative development of a course on language, metaphor, and textuality, which the editors offer as a successful model of what literature and writing instruction can accomplish together.

With the increased interest in study abroad from government, educators, employers and students, the question is: is study abroad engendering the desired intercultural competencies and intellectual development?To achieve this goal, this book proposes two strategies: structure study abroad to bridge the separation of academic learning from experiential and intercultural learning; and integrate study abroad with the undergraduate curriculum.In proposing this integration, the editors take into account the need for institutional change, and recognize faculty members’ concerns about maintaining the integrity of the curriculum, teaching in areas outside their expertise, and keeping up with ever-evolving institutional missions.This book opens with two chapters presenting different theoretical perspectives relevant to the integration of study abroad into the curriculum. The following nine chapters provide examples from a variety of disciplines – from anthropology and religious studies, to literature, urban studies, biology and public health – and within such contexts as distance learning, service learning, and the senior thesis. The concluding chapter considers faculty development activities and institutional structures and policies that support curriculum integration. While the examples are drawn from Beloit College and Kalamazoo College – liberal arts colleges with substantial study abroad enrollments, and nationally recognized for their innovative practices – readers will recognize they are easily adaptable to their own institutions. The two colleges achieved their curricular innovations with limited financial resources, and in the context that most of their students are dependent on financial aid. The transformational ideas and practices described here provide material for reflection and campus conversations for anyone concerned with developing global citizens and well-educated students, and offer a blueprint for implementation.

This practical, accessible resource will help future and practicing teachers integrate literature into their middle school or high school classrooms, while also addressing content area standards and improving the literacy skills of their students. Two introductory chapters are followed by five chapters that each cover a different genre: Chapter 3, Informational Books; Chapter 4, Fiction; Chapter 5, Biography, Autobiography, and Memoir; Chapter 6, Poetry; and Chapter 7, How-to and Hands-on Books. Each genre chapter consists of four parts: Part 1: Discusses the genre and how content area teachers can use books within that genre to further content learning and enhance literacy skills. Part 2: Offers hands-on instructional strategies and activities using literature, with activities for use in a variety of disciplines. Part 3: Presents individual author studies (three or four per chapter) with bibliographies and guidelines for using the authors' books in content area courses. Part 4: Features an annotated bibliography of specially selected children and young adult literature for that genre, organized by content area. The annotations provide information about the book, which can be used to prepare booktalks, and teaching ideas for using in a specific content area. Altogether these sections contain more than 600 annotated entries tabbed by subject area, including art, English/language arts, languages and culture, math and technology, music, PE/health, science, and social studies/history.

The 3rd Edition of Literacy & Learning in the Content Areas helps readers build the knowledge, motivation, tools, and confidence they need as they integrate literacy into their middle and high school content area classrooms. Its unique approach to teaching content area literacy actively engages preservice and practicing teachers in reading and writing and the very activities that they will use to teach literacy to their own studentsin middle and high school classrooms . Rather than passively learning about strategies for incorporating content area literacy activities, readers get hands-on experience in such techniques as mapping/webbing, anticipation guides, booktalks, class websites, and journal writing and reflection. Readers also learn how to integrate children's and young adult literature, primary sources, biographies, essays, poetry, and online content, communities, and websites into their classrooms. Each chapter offers concrete teaching examples and practical suggestions to help make literacy relevant to students' content area learning. Author Sharon Kane demonstrates how relevant reading, writing, speaking, listening, and visual learning activities can improve learning in content area subjects and at the same time help readers meet national content knowledge standards and benchmarks.

Approaches to Behavior and Classroom Management focuses on helping teachers use a variety of approaches in behavior and classroom management in order to make good decisions when faced with the challenge of creating positive classroom communities. Today's classrooms often include children from a variety of backgrounds and with different needs - needs that must be met if these children are to thrive in school. This text will provide teachers and other educators with the historical and cultural framework necessary to understand approaches to behavior and classroom management, a deep understanding of each approach, and a tool belt of relevant methods from which to choose to meet the needs of various situations. Ancillaries available, including: Instructor's Resource CD-ROM (for qualified instructors) Student Resource CD-ROM Student Study Site (www.sagepub.com/scarlettstudy)

The Covid-19 compelled online teaching made us realize the importance of being techno-savvy. Today with so many ICT-based tools available, teachers keep asking: “Which is the best tool for teaching English?” Drawing on two decade long experience of teaching young and adult learners, the author, shares field-tested, ready to use tasks for teaching English, using tools such as Video, Film and Social Media. Those new to ICT-based teaching, will find the explanation of theoretical aspects using a non-technical language, quite useful.