Rowman & Littlefield Publishers
Pages: 220
•
Trim: 6½ x 9¼
978-1-61048-675-0 • Hardback • March 2015 • $108.00 • (£83.00)
978-1-61048-676-7 • Paperback • March 2015 • $51.00 • (£39.00)
978-1-61048-677-4 • eBook • March 2015 • $48.50 • (£37.00)
Ernest Morrell is the Macy Professor of English Education and director of the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University. He is a past president of the National Council of Teachers of English (NCTE). His interests include the teaching of English, critical media literacy, and urban teacher education.
Lisa Scherff, currently a teacher at Estero High School (Florida), previously taught literacy education at the University of Tennessee, the University of Alabama, and Florida State University. Her research interests include opportunity to learn in the English/language arts, teacher preparation and development, and student–teacher discussions of young adult literature.
Dedication
Preface
Introduction
Section 1: Classroom Teaching
Chapter 1: Critical Multiliteracies Pedagogy in a Secondary English Classroom
Jerica Coffey
Chapter 2: Cultural Relevance in the Modern Language Arts Classroom
Jose Paco Fiallos
Chapter 3: Distraction, Differentiation, & Socialization: English Education, Pedagogy, and Literacy Acquisition in an Era of Social and Mobile Media
Antero Garcia
Chapter 4: Towards a Literacy Continuum
Latrise P. Johnson and Maisha T. Winn
Chapter 5: Black and Latina/o Youth Linguistic Repertoires in Urban English Language Arts Classroom
Danny C. Martinez
Section 2: Teacher Education
Chapter 6: Service Learning in New Spaces: Transforming Preservice Teachers
Lisa Scherff
Chapter 7: English Teacher Education for Rural Social Spaces
Leslie S. Rush
Chapter 8: Learning from Equity Audits: Powerful Social Justice in English Education for the 21st Century
sj Miller
Section 3: Scholarship and Advocacy
Chapter 9: Critical Engagement through Digital Media Production: A Nexus of Practice
Cynthia Lewis and Lauren Causey
Chapter 10: Digital Literacy Advocacy: A Rationale for Shifting Policy, Infrastructure, and Instruction
Troy Hicks
Chapter 11: ”Don’t Say Gay”: Using Action Research to Interrogate Language Use in the English Classroom
Susan L. Groenke and Judson C. Laughter
Chapter 12: Practitioner Research in English Education
Patricia Lambert Stock
About the Contributors
New Directions in Teaching English a must read for anyone interested in closing the literacy achievement gaps for the 21st century. It showcases useful and important knowledge from the field, from highly effective teachers who are having demonstrable success. It also offers concrete suggestions for how we might rethink teacher education, how we might develop more sensitive assessments, and how we might advocate for critical change.
— Sarah Freedman, University of California at Berkeley
This is an excellent collection, showcasing some of the latest and most radical thinking about the future of English teaching in the US. It is firmly rooted in real classrooms whilst highlighting research and critical enquiry throughout. Its overarching themes of social justice and the celebration of difference and diversity give the book an energy and a drive for positive change and also for sustaining the great teaching that can already be found in the most forward thinking English classrooms. The collection has much to offer teachers and researchers around the world who believe passionately that English teaching is about breaking down prejudice and opening our students hearts and minds to the creation of a more just society.
— Andy C. Goodwyn, University of Reading (United Kingdom)
This is the book that English teacher educators and classroom English teachers have been waiting for. It takes us deeply and informatively into the culture and promise of literacy in a new age of multi-literacies, multiple diversities, and a multitude of new challenges and opportunities for English teachers and their students. New teachers will find this a valuable resource for navigating the teaching world they have entered. Veteran teachers will welcome the reorienting and reaffirming scholarship and wisdom offered here by a trustworthy group of emerging and well-established scholars in our field.
— Sheridan Blau, Teachers College, Columbia University; UC Santa Barbara (emeritus)