Jeffrey D. Wilhelm

A Call for Action: Building Bridges Between Literacy In School and Out

Jeffrey D. Wilhelm — Wed, 13 Feb 2013 14:34:08 PST

Enriching Comprehension with Visualization Strategies: Text Elements and Ideas to Build Comprehension, Encourage Reflective Reading, and Represent Understanding

Jeffrey D. Wilhelm — Mon, 11 Feb 2013 10:51:22 PST

Deepening Comprehension with Action Strategies: Role Plays, Text-Structure Tableaux, Talking Statues, and Other Enactment Techniques that Engage Students with Text

Jeffrey D. Wilhelm — Mon, 11 Feb 2013 10:51:21 PST

Teaching Literature to Adolescents

Richard Beach et al. — Wed, 06 Feb 2013 13:50:44 PST

Designed to introduce prospective English teachers to current methods of teaching literature in middle and high school classrooms, this popular textbook explores a variety of innovative approaches that incorporate reading, writing, drama, talk, and media production. Each chapter is organized around specific questions that English educators often hear in working with preservice teachers.

Oh, Yeah?!: Putting Argument to Work Both in School and Out

Michael W. Smith et al. — Thu, 23 Aug 2012 11:56:05 PDT

Get it Done!: Writing and Analyzing Informational Texts to Make Things Happen

Jeffrey D. Wilhelm et al. — Thu, 23 Aug 2012 11:55:59 PDT

Tapping the Power: Writing to Learn Language, Content, and Process

Jim Fredricksen et al. — Thu, 23 Aug 2012 11:55:58 PDT

When we think about the role writing can play in helping our students learn, we often have to remind ourselves what we believe about learning and what we want students to learn.

For us, learning is when people engage in the meaningful and meaning-making practices of the communities they participate in. This might be when they participate in a club or a sport or a performance; it might be when they are with their family or friends; it might be when they participate in their religious or social organizations. In schools, we think of learning in terms of disciplinary communities. That is, in science classes, we consider the scientific community; in art and music classes, we envision the community of artists; in mathematics courses, we focus on mathematicians, and so on. Of course, we are aware that these are not the only communities students participate in, and that many out of school communities provide social status for them among their peers, within their towns, within on-line communities, and more.

So, What's the Story?: Teaching Narrative to Understand Ourselves, Others, and the World

James E. Fredricksen et al. — Thu, 23 Aug 2012 11:55:56 PDT

Teaching Literacy for Love and Wisdom

Jeffrey D. Wilhelm — Wed, 22 Aug 2012 13:41:34 PDT

Five Kinds of Knowledge; Five Kinds of Composing

Jeffrey D. Wilhelm — Wed, 22 Aug 2012 13:36:08 PDT

Teaching for Love, Joy and Wisdom

Jeffrey D. Wilhelm — Fri, 03 Feb 2012 09:14:13 PST

Reading Don’t Fix No Chevys/Inquiry and Social Action/Drama and Engaged Reading

Jeffrey D. Wilhelm — Fri, 03 Feb 2012 09:14:10 PST

Inquiring Minds Learn to Read and Write

Jeffrey D. Wilhelm — Fri, 03 Feb 2012 09:14:07 PST

A Conversation with Jeff Wilhelm and Bruce Novak

Jeffrey D. Wilhelm et al. — Fri, 03 Feb 2012 09:14:04 PST

Visit with Jeff Wilhelm and Bruce Novak, authors of the upcoming Teaching Literacy for Love and Wisdom. Wilhelm and Novak will talk about their new book, a conference that explores its essential ideas, and the importance of the Writing Project in supporting teachers in rich enactments of teaching and learning.

Let Them Read Trash: The Power of Marginalized Texts

Jeffrey D. Wilhelm — Fri, 03 Feb 2012 09:14:01 PST

Are books such as vampire novels, mysteries, and fantasy “real” literature? Do they have a place in the education of today’s children? In this podcast, Dr. Wilhelm reviews some highlights from a current study about how passionate adolescent readers of non-traditional texts (such as graphic novels, manga, series books, video game novels, narrative video games, dystopian, vampire, horror, and fantasy narratives) engage with such texts. He explores the deep psychological needs, satisfactions and uses these readers have for such texts, and the implications for psychological development, reading, and learning inside and outside of school. He also examines the implications for parenting, instruction, reading programs, libraries and the like. The findings of this study will be published in a forthcoming book from Scholastic Publishers tentatively entitled Let Them Read Trash.

"You Gotta BE the Book": Teaching Engaged and Reflective Reading with Adolescents

Jeffrey D. Wilhelm — Fri, 03 Feb 2012 09:13:58 PST

Through textured case studies of engaged and reluctant readers, "You Gotta Be the Book" addresses the following issues: What do highly engaged, adolescent readers DO as they read? What is it about traditional schooling, reading instruction, and literary instruction that deters engaged reading and serves to disenfranchise young readers? How can interventions like dramatic and artistic responses to literature be used in classrooms to help all readers, especially reluctant ones, to take on the strategies and stances of more expert readers - and to reconceive of reading as a personally meaningful, pleasurable and productive pursuit? This ground-breaking work will serve as an excellent supplemental text in graduate and undergraduate courses in language arts, reading and writing methods, and remedial reading; it will appeal to teacher educators, pre- and inservice teachers, special educators, and parents.

Action Strategies for Deepening Comprehension

Jeffrey D. Wilhelm — Fri, 03 Feb 2012 09:13:55 PST

This book provides a wealth of enactment techniques that help students apply their social, physical, and intellectual selves to the books they read to help improve their comprehension.

Knowing and Becoming: Teaching and Reading Literature as a Process of Transformation

Jeffrey D. Wilhelm — Fri, 03 Feb 2012 09:13:51 PST

Let's Get Boys Reading and Writing: An Essential Guide to Raising Boys Achievement

Jeffrey Wilhelm — Fri, 03 Feb 2012 09:13:48 PST

A research-based practical guide for elementary teachers and parents that includes research evidence about why some boys struggle with reading and writing, guidance on taking a whole school approach to raising boys' achievement, and top ten tips for getting boys engaged in reading and writing.

Teaching Literature to Adolescents

Richard Beach et al. — Fri, 03 Feb 2012 09:13:45 PST

This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social-constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors. Teaching Literature to Adolescents--a totally new text that draws on ideas from the best selling textbook, Teaching Literature in the Secondary School, by Beach and Marshall--reflects and builds on recent key developments in theory and practice in the field, including: *the importance of providing students with a range of critical lenses for analyzing texts and interrogating the beliefs, attitudes, and ideological perspectives encountered in literature; *organization of the literature curriculum around topics, themes, or issues; *infusion of multicultural literature and emphasis on how writers portray race, class, and gender differences; *use of drama as a tool for enhancing understanding of texts; *employment of a range of different ways to write about literature; *integration of critical analysis of film and media texts with the study of literature; *blending of quality young adult literature into the curriculum; and *attention to students who have difficulty succeeding in literature classes due to reading difficulties, disparities between school and home cultures, attitudes toward school/English, or lack of engagement with assigned texts or response activities. Thoughtfully designed to draw readers into interacting with the text, each chapter is organized around a specific question English educators frequently hear in working with pre-service and in-service teachers, and includes a Case Narrative that frames discussion of the issue that is the focus of the chapter. Many chapters include teacher narratives or lesson plans that demonstrate how a teacher implements the proposed methods. All chapters conclude with an Action Research Activity or Portfolio Reflection Activity, and an Additional Online Activities, Links, and Further Reading Suggestions box directing readers to the Teaching Literature Web site designed to be used in conjunction with this text. The interactive Web site contains recommended readings, resources, and activities; links to Web sites and PowerPoint presentations; and opportunities for readers to contribute teaching units to the Web site databases. Instructors and students in middle and high school English methods courses will appreciate the clear, engaging, useful integration of theory, methods, and pedagogical features offered in this text.