Going with the Flow: How to Engage Boys (and Girls) in Their Literacy Learning / Edition 1

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Overview

Why do boys embrace literate behaviors outside of school but reject them inside school?

How can adolescents connect their outside-of-school literacy to school purposes?

How can we use the present instructional moment to encourage students to continue growing as readers and writers in the future?

Michael Smith and Jeffrey Wilhelm have answers, and in Going with the Flow, they share new and powerful ways to build strong literacy habits in adolescent boys-and girls.

Drawing on the research that won "Reading Don't Fix No Chevys" the NCTE David H. Russell Award, Smith and Wilhelm take Chevys out of the showroom onto the road, presenting classroom-tested units, lessons, and activities that get boys reading and writing and keep them involved in literacy learning. Going with the Flow fully illustrates their approach to designing and sequencing instruction, taking you from developing activities that prepare students for success before they are even given assignments to fostering meaningful classroom discussions. Even if you haven't read "Reading Don't Fix No Chevys," Smith and Wilhelm provide a succinct summation of their research to get you started, then give you classroom transcripts, lesson-planning tips, and strategies for interacting with students to help you implement their ideas.

Learn how to help teenagers love learning and how to assist them in meeting new literacy challenges. Read Smith and Wilhelm and let Going with the Flow be your indispensable guide to discovering a new way to communicate with adolescent readers and writers.

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Editorial Reviews

VOYA
Smith and Wilhelm are best known as the authors of "Reading Don't Fix No Chevys" (Heinemann, 2002/VOYA August 2002), a discussion of boys' literacy habits. Here the authors expand their discussion and offer a number of strategies for teaching and assessing all students' reading and writing. Smith and Wilhelm theorize that students who associate reading with what Csikszentmihalyi calls "flow experiences"-which occur when participants feel competent and in control of the experience, can identify an immediate application to their reading, and have clear goals and opportunities to receive feedback about their reading-are those who become skilled and avid readers. Additionally they emphasize the social nature of reading and argue that teachers would do well to capitalize on this aspect of the experience. In each chapter, the writers attack aspects of the flow experience and offer pedagogical strategies to teachers interested in making reading "flow" in the classroom. Sample lesson plans, worksheets, and activities are provided throughout the text, as the authors draw liberally from their own teaching experiences to provide examples of practice. Although this book would not necessarily inform the practice of public librarians, it definitely speaks to an audience of English and Language Arts teachers and school media specialists. Throughout the book, Smith and Wilhelm urge teachers to rid themselves of the notion of teaching as "habitus" (following the work of Pierre Bourdieu and defined by the authors as "the commonsense notion that the way things are is just the way they have to be") and work to make lessons and classroom experiences relevant to students. They make a convincing argumentagainst the high-stakes testing principles of No Child Left Behind and successfully support these claims with research and teaching strategies that are certain to motivate even the most "habitual" educator. 2006, Heinemann, 186p.; Index. Biblio. Appendix., $21 pb. Ages adult professional.
—Amy S. Pattee
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Product Details

  • ISBN-13: 9780325006437
  • Publisher: Heinemann
  • Publication date: 1/6/2006
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 192
  • Sales rank: 541,381
  • Product dimensions: 7.40 (w) x 9.20 (h) x 0.41 (d)

Meet the Author

Jeffrey Wilhelm is coauthor with Michael Smith and James Fredricksen of Get It Done!; Oh, Yeah?!; and So, What's the Story?. Jeff has cowritten or coedited four other Heinemann books, Going with the Flow, "Reading Don't Fix No Chevys", Strategic Reading, and Imagining to Learn. For Chevys he and coauthor Jeff Wilhelm received the NCTE David H. Russell Award for Distinguished Research in the Teaching of English. Jeff is an internationally-known teacher, author, and presenter. He is driven by a desire to help teachers to help their students to more powerful literacy and compassionate, democratic living. What he most wants for teachers to get out of his work is motivation, a vital passion and impulse to continue experimenting and learning about teaching, as well as ways to frame instruction so it is meaningful and compelling to students. A classroom teacher for fifteen years, Jeff is currently Professor of English Education at Boise State University. He works in local schools as part of a Virtual Professional Development Site Network sponsored by the Boise State Writing Project, and regularly teaches middle and high school students. He is the founding director of the Maine Writing Project and the Boise State Writing Project. He has authored or coauthored numerous books and articles about literacy teaching and learning. In addition to the Russell award, his "You Gotta BE the Book" won the NCTE Promising Research Award. Jeff has worked on numerous materials and software programs for students including Scholastic's e21 and ReadAbout, and has edited a series of 100 books for reluctant readers entitled The Ten. Jeff enjoys speaking, presenting, working with students and schools. He is currently researching how students read and engage with non-traditional texts like video game narratives, manga, horror, fantasy, etc. as well as the effects of inquiry teaching on teachers, students, and learning. Jeff grew up on a small strawberry farm in Northeastern Ohio. He loved the Hardy Boys as a boy, and has continued to love reading ever since, progressing through Hermann Hesse, John Steinbeck, and James Baldwin as literary mentors. In high school he was named a Harrier All-American for cross-country and track. He was then a two-time Small College All-American in Cross-country. He has competed Internationally in cross country, track, and nordic skiing. He now enjoys marathon nordic skiing and whitewater kayaking.

Michael Smith is coauthor with Jeffrey Wilhelm and Michael Smith of Get It Done!; Oh, Yeah?!; and So, What's the Story?. Michael, a professor in Temple University's College of Education, joined the ranks of college teachers after 11 years of teaching high school English. He has won awards for his teaching at both the high school and college levels. His research focuses on understanding how experienced readers read and talk about texts as well as what motivates adolescents' reading and writing out of school. He uses that understanding to think about how to devise more effective and engaging reading and writing instruction for adolescents in school. Michael has cowritten or coedited three other Heinemann books, Going with the Flow; Reflective Teaching, Reflective Learning; and "Reading Don't Fix No Chevys". For Chevys he and coauthor Jeff Wilhelm received the NCTE David H. Russell Award for Distinguished Research in the Teaching of English. When he's not working, Michael's likely to be watching or talking about sports, reading, or playing with his granddaughter.

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Table of Contents

Ch. 1 Lessons from Chevys 1
Ch. 2 A look at reading : developing competence and providing control 19
Ch. 3 Teaching so it matters : where should we be going and how can we get there? 54
Ch. 4 Making literacy visible and social 80
Ch. 5 A look at writing : getting to the heart of the matter 116
Ch. 6 Present possibilities 154
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