TY - JOUR
T1 - Professional Resources
AU - Haddix, Marcelle M.
N1 - Publisher Copyright:
© 2016 International Literacy Association.
PY - 2016/5/1
Y1 - 2016/5/1
N2 - This column provides reviews of adolescent and adult professional resources and is a valuable resource for professional resource selection within and outside the classroom. Of course, an interdisciplinary approach would require teachers from other disciplines to build skills that have some relevance to language and literacy development. However, Milner highlights several benefits of teaching language arts and literacy across the curriculum: (a) students reading, writing, speaking, and thinking skills, which are vital elements for other content areas (e.g., science, social studies, math, art), are maximized; (b) students can begin to see the connections and significance of what they learned across disciplines; (c) students can become more proficient in mastering skills such as vocabulary building, reading comprehension, phonetics, and whole language because they are supported in other content areas; and (d) students are able to synthesize and create narratives that assist them in thinking about what they are learning in language arts, and make relevant connections with other content areas. In short, Milner suggests that literacy is an essential skill needed to transcend poverty. In addition, a push for literacy across the school curriculum can transform students to improve their "academic skills, perform better in other subjects, read the world more critically and analytically (both inside and outside of school), and move out of poverty" (p. 81).
AB - This column provides reviews of adolescent and adult professional resources and is a valuable resource for professional resource selection within and outside the classroom. Of course, an interdisciplinary approach would require teachers from other disciplines to build skills that have some relevance to language and literacy development. However, Milner highlights several benefits of teaching language arts and literacy across the curriculum: (a) students reading, writing, speaking, and thinking skills, which are vital elements for other content areas (e.g., science, social studies, math, art), are maximized; (b) students can begin to see the connections and significance of what they learned across disciplines; (c) students can become more proficient in mastering skills such as vocabulary building, reading comprehension, phonetics, and whole language because they are supported in other content areas; and (d) students are able to synthesize and create narratives that assist them in thinking about what they are learning in language arts, and make relevant connections with other content areas. In short, Milner suggests that literacy is an essential skill needed to transcend poverty. In addition, a push for literacy across the school curriculum can transform students to improve their "academic skills, perform better in other subjects, read the world more critically and analytically (both inside and outside of school), and move out of poverty" (p. 81).
KW - 3-Early adolescence
KW - 4-Adolescence
KW - 5-College/university students
KW - 6-Adult
UR - http://www.scopus.com/inward/record.url?scp=84964556022&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84964556022&partnerID=8YFLogxK
U2 - 10.1002/jaal.519
DO - 10.1002/jaal.519
M3 - Review article
AN - SCOPUS:84964556022
SN - 1081-3004
VL - 59
SP - 737
EP - 739
JO - Journal of Adolescent and Adult Literacy
JF - Journal of Adolescent and Adult Literacy
IS - 6
ER -