Argument Writing as a Supplemental Literacy Intervention for At-Risk Youth

Using Design Based Research to Develop a Knowledge Building Literacy Course
1. Auflage 2021
ISBN: 978-0-367-74705-3
Verlag: Routledge

Buch, Englisch, 180 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 423 g

Reihe: Routledge Research in Literacy Education

This volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development.

Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research.

The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Sheehy, Margaret

Scanlon, Donna M.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

1: Understanding the Need for Supplemental Literacy Instruction in High Schools

2: Theories and Research that Informed Argue Like A Lawer Design Decisions

3: How we used Design Based Research to Design Argue Like A Lawyer

4: The Pilot Year of the Design Based Research Project

5: How the Argue Like A Lawyer Activity System Supported Argument Writing in One Classroom

6: A Case Study of One Student’s Writing Development across the Semester

7: Learning from Design Based Research about Argument Writing in a Supplemental Literacy Course for Ninth Graders at Academic Risk

Über Autor(innen)

Margaret Sheehy is Associate Professor in the Department of Literacy Teaching and Learning at the University at Albany, USA.

Donna M. Scanlon is Professor Emeritus in the Department of Literacy Teaching and Learning at the University at Albany, USA.