Cultivating Literate Citizenry Through Interdisciplinary Instruction / Edited by Chyllis E. Scott, Diane M. Miller, Matthew Albert. Dieser Artikel ist nicht verfügbar.Cultivating Literate Citizenry Through Interdisciplinary Instruction / Edited by Chyllis E. Scott, Diane M. Miller, Matthew Albert

The role of literacy instruction extends far beyond traditional English language arts classrooms. Cultivating Literate Citizenry Through Interdisciplinary Instruction delves into the necessary concepts within the realm of literacy across and within various academic disciplines. From the foundational core courses of English language arts, mathematics, science, and social studies to enriching extracurricular pursuits like agriculture, theater arts, visual arts, and kinesiology, this book encapsulates the essence of fostering literacy competencies in all domains. This comprehensive resource caters to a diverse audience, spanning preservice and in-service teachers, teacher educators, district and school leaders, and educational researchers. It is a versatile tool, ideal for integrating literacy methods courses focusing on content-area and disciplinary literacy instruction across all age groups. Practicing teachers will find it an invaluable resource for their ongoing professional development, while educational leaders will gain profound insights to inform their instructional support strategies.

Chyllis Scott, Ph.D., works as an Associate Professor and Program Coordinator for Literacy Education in the Department of Teaching & Learning at the University of Nevada, Las Vegas (UNLV). Prior to UNLV Dr. Scott taught elementary, middle, and junior high levels for twelve years in both rural and urban areas in central and northern California. She earned her Ph.D. from Texas A&M University in Literacy Education. Her research focuses on content-area and disciplinary literacy, academic writing, and mentoring practices for preservice and inservice teachers and students in higher education. Specifically, in the context of literacy instruction, she examines teacher knowledge and practices for preservice and inservice teachers.