Discussion Pathways to Literacy Learning examines the function of classroom discussion as an essential element in inquiry and literacy learning.
Mc Cann, Kahn, and Walter provide examples of classroom discussion activities that have been part of an ongoing partnership between university professors and high school English teachers. The book draws on their research into the effect of discussion on literacy learning and offers examples of activities and guidelines for activities that teachers can use in their own practice. Beyond demonstrating the strong impact that authentic discussions have on learning, the authors show how participation in discussions can be pleasurable and meaningful experiences for adolescents, especially when then can choose the focus for their shared inquiry.
O autorze
Thomas M. Mc Cann is a professor of English at Northern Illinois University and contributes to the teacher licensure program.
Elizabeth A. Kahn teaches in the English teacher education program at Northern Illinois University.
Carolyn C. Walter supervises student teachers at Northern Illinois University.
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