Readings

In preparation for each day, complete the readings listed below and consider them in terms of the guiding question. The readings are included in the course bulkpack or are from one of the three books provided.


Orientation

  • Style, E. J. (2014). Curriculum as encounter: Selves and shelves. English Journal, 103(5), 67-74.


Day 1

What is inquiry? How do we use writing to build an inquiry community?

  • Ballenger, C. (2009). Puzzling moments, teachable moments: Practicing teacher research in urban classrooms NY: Teachers College Press. [excerpts]
  • Cochran-Smith, M. & Lytle, S. (2009). Inquiry as stance: Ways forward. In Inquiry as stance: Practitioner research for the next generation (pp. 118-166). New York: Teachers College Press.
  • Forman, J. (2017). Locking up our own: Crime and punishment in Black America. New York: Farrar, Straus, & Giroux.
  • Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent and Adult Literacy, 52(2), 96–107.
  • Nieto, S. (2003). Teaching as autobiography. What keeps teachers going?. New York, NY: Teachers College Press. [excerpt, pp. 22-36]
  • Stripling, B. K. (2003). Inquiry-based learning. In B. K. Stripling & S. Hughes-Hassell (Eds.), Curriculum connections through the library (pp. 3-39).
  • Wineburg, S. (2016). Why historical thinking is not about history. History News, 71(2), 13-16.


Day 2

What are our literacy roots/routes?

  • Christensen, L. (2001). Where I’m from: Inviting students’ lives into the classroom. In B. Bigelow, B. Harvey, S. Karp, & L. Miller (Eds.), Rethinking our classrooms: Teaching for equity and justice, vol. 2 (pp. 6-10).
  • Campano, G. (2007). “We are strong and sturdy in the heart”: Redefining accountability. In Immigrant students and literacy: Reading, writing and remembering (pp. 45-51). New York: Teacher College Press.
  • Delpit, L. (2006). Lessons from teachers. Journal of Teacher Education, 57, 220-231.
  • Lake, R. (1990). An Indian father's plea. Teacher Magazine, 2(1), 48-53.


Day 3

What do we know about our school and community and how do we know it? How do we leverage the resources of our community to support teaching and learning?

  • Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter? In D. Paris & H. S., Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1-24). New York: Teachers College Press.
  • Ball, A. F. (1999). Evaluating the writing of culturally and linguistically diverse students: The case of the African American Vernacular English speaker. Evaluating writing (pp. 225-248). Urbana, IL: National Council of Teachers of English.
  • Sylvester, P. S. (1994). Teaching and practice: Elementary school curricula and urban transformation. Harvard Educational Review, 64(3), 309-332.
  • Watson, D., Hagopian, J., & Au, W. (Eds.) (2018). Teaching for Black Lives. Milwaukee, WI: Rethinking Schools. [Selections]
    • Suggested: "Lead Poisoning" (pp. 219-227, K. Zaccor)


Day 4

How do we create a culture of inquiry in the classroom?

  • Janks, H. (2010). Orientations to literacy. In Literacy and Power, (pp. 21-33). New York: Routledge.
  • Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.
  • Wineburg, S. (1999). Historical thinking and other unnatural acts. Phi Delta Kappan, 80(7), 488-499.


Day 5

What are our questions about using primary sources in our teaching in urban contexts?

  • Gonzalez-Carillo, S., & Merson, M. (2013). Transparency of water. Rethinking Schools, 27(3), 18-23.
  • McGrew, S., Ortega, T., Breakstone, J., & Wineburg, S. (2017). The challenge that's bigger than fake news. American Educator, 4-9.
  • Watson, D., Hagopian, J., & Au, W. (Eds.) (2018). Teaching for Black Lives. Milwaukee, WI: Rethinking Schools. [Selections]
    • "Bearing Witness through Poetry" (pp. 204-212, R. Watson)
    • "Black Like Me" (pp. 294-298, R. Watson)
    • "#MeToo and The Color Purple" (pp. 320-324, L. Christensen)
  • Wineburg, S., & Martin, D. (2009). Tampering with history: Adapting primary sources for struggling readers. Social Education, 73(5), 212-216.


Day 6

What does a critical literacy classroom look like?

  • Barton, K. C., & Levstik, L. S. (2004). Why don’t more history teachers engage students in interpretation? Social Education, 67(6): 358–361.
  • Ladson-Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 313-318.
  • Watson, D., Hagopian, J., & Au, W. (Eds.) (2018). Teaching for Black Lives. Milwaukee, WI: Rethinking Schools. [Selections]
    • "A Talk to Teachers" (pp. 286-293, J. Baldwin)
    • "Racial Justice is Not a Choice" (pp. 243-250, W. Au)
  • Wineburg, S., & Martin, D. (2004). Reading and rewriting history. Educational Leadership, 62(1), 42-45.


Day 7

What can we learn from student work?

  • Breakstone, J., Wineburg, S., & Smith, M. (2015). Formative assessment using Library of Congress documents. Social Education, 79(4), 178-182.
  • Pahl, K. H., & Rowsell, J. (2011). Artifactual critical literacy: A new perspective for literacy education. Berkeley Review of Education, 2(2), 129-151.
  • Carini, P. F. (2000). A letter to parents and teachers on some ways of looking at and reflecting on children. In M. Himley, P. Carini, & Prospect Archives and Center for Education and Research (Eds.), From another angle: Children's strengths and school standards: The Prospect Center's descriptive review of the child (pp. 56-64). New York: Teachers College Press.
  • Carini, P. F. (2007, March). The descriptive review of works. North Bennington, VT: The Prospect Archives and Center for Education and Research.
  • Carini, P. F. (2008). Descriptive review of children’s works: Guidelines for describing written works. Adapted from guidelines for Prospect Fall Conference, 2008.


Day 8

How do we address issues of equity and social justice in our teaching?

  • Brown, V. (2005). Human agency, social action, and classroom practices. In T. Hatch, D. Ahmen, A. Lieberman, D. Faigenbaum, M. White & D. Pointer Mace (Eds.), Going public with our teaching: An anthology of practice (pp. 257-266). New York: Teachers College Press.
  • Cummins, J. Chow, P. & Schecter, S.R. (2006). Community as curriculum. Language Arts, 83(4), 297-307.
  • Watson, D., Hagopian, J., & Au, W. (Eds.) (2018). Teaching for Black Lives. Milwaukee, WI: Rethinking Schools. [Selections]


Day 9

How do we create a culture of writing in the classroom—and the broader community?

  • Goswami, D., & Rutherford, M. (2009) What’s going on here? Seeking answers through teacher inquiry. In D. Goswami, C. Lewis, M. Rutherford & D. Waff (Eds). On teacher inquiry: Approaches to language and literacy research. (pp. 1-11). New York, NY: Teachers College Press.
  • Grossman, E. (2010). Introduction. Why translation matters. New Haven, CT: Yale University Press.
  • Park, J., Simpson, L., Bicknell, J., & Michaels, S. (2015). “When it rains a puddle is made”: Fostering academic literacy in English Language Learners through poetry and translation. English Journal, 104 (4), 50-58.


Day 10

How can teachers build school/classroom communities to support teaching with primary sources?

  • Draper, R. J. (2008). Redefining content-area literacy teacher education: Finding my voice through collaboration. Harvard Educational Review, 78(1): 60–83.
  • Waff, D. (2009). An insider voice: Leading as a teacher. In M. Cochran-Smith and S. L. Lytle (Eds.) Inquiry as stance: Practitioner research in the next generation (pp. 310-325). NY: Teachers College Press.