Call for Chapter Proposals: High Literacy
High Literacy in Secondary English/Language Arts Classrooms:
Bridging the gap to college and career
Forthcoming from Lexington Books (an imprint of Rowman & Littlefield)
Kristen C. Wilcox
Call for Chapter Proposals
1. Edited Volume Purpose: This volume will cull scholarship on both what high literacy sounds and looks like in secondary English/Language Arts classrooms and how high literacy can be developed. It embraces the call put forth by Langer and Applebee (2016) that “high literacy must continue to be our aim” and to see more research analyzing and identifying how teachers might promote literacy practices that promote “deep thinking around important content” (p. 341). Therefore, in this volume we aim to make several specific contributions: First, we (the editors) seek to describe a conceptual framework for high literacy that explicates how each component (i.e. reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) relates to the others and from what scholarly literature these concepts have been derived. Second, individual chapter authors will provide in-depth examination of the existing research base on particular related topics, focusing on the two important cross-cutting aims of the volume: (1) explicating the roles reading, writing, dialogic engagement, and epistemic cognition play in high literacy development, and (2) providing examples of instructional practices recommended to develop high literacy. Our final objective is to offer implications for future research as well as theory and practice particularly with regard to what kinds of assistance educators might need to deconstruct literacy standards in ways that pay explicit attention to developing high literacy.
While at this time, we have accepted a number of chapter proposals already, we still seek authors for chapters related to each of the following:
• Dialogically-organized instruction
• Epistemic cognition in literary reasoning
2. Chapter Length: Your chapter should not exceed 8,000 words (about 30 double-spaced pages), including references, figures and tables.
3. Audience: The intended audience for this book is policymakers, literacy scholars, teacher educators, teachers, leaders, and graduate students interested in literacy education. The aim and scope of the volume is to chart the topography of high literacy (i.e. where it is grounded in lines of inquiry), articulate the components of high literacy, and suggest ways high literacy might be translated into secondary school instructional practices. Thus, in addition to a scholarly and post-secondary audience, we see this book being of interest to teachers, school and district leaders, and district literacy coordinators who supervise teacher professional development or provide pre-service teacher education courses.
4. Please submit your chapter abstract of up to 1000 words by October 15, 2017 to the editors: Marc Nachowitz
firstname.lastname@example.org & Kristen C. Wilcox Kwilcox1@albany.edu
Dates: 9/13/2017 - 9/20/2017