William G. Brozo, PhD, is Emeritus Professor of Literacy at George Mason University. A former secondary school teacher, he has authored numerous articles and books on a range of literacy topics, and is a contributing author to the iLit intervention program for struggling readers. Dr. Brozo has served on the editorial board of the Journal of Adolescent and Adult Literacy and as a columnist for Thinking Classroom and The Reading Teacher. He is a past member of the Commission on Adolescent Literacy and the Adolescent Literacy Committee of the International Literacy Association, as well as past chair of the PISA/PIRLS Task Force. He has provided technical support for USAID, the World Bank, and UNESCO.Fenice B. Boyd, PhD, is Professor of Literacy; Senior Associate Dean for Diversity, Equity, Justice, and Inclusion; and Associate Dean for Faculty Affairs at the University at Buffalo/m-/State University of New York. A former middle school teacher, she is author of numerous articles and books. Dr. Boyd has served as President of the Literacy Research Association (LRA), associate editor of the Journal of Literacy Research, and department editor of the policy and advocacy section for the Journal of Adolescent and Adult Literacy. She is a recipient of the Albert J. Kingston Award from the LRA and is a past member of the Commission on Adolescent Literacy of the International Literacy Association.Chinwe H. Ikpeze, PhD, is Assistant Professor at St. John Fisher University in Rochester, New York. A former high school English teacher, she is author or coauthor of many journal articles and author or coeditor of several books. Dr. Ikpeze is an education consultant who specializes in teacher professional development on such topics as culturally responsive teaching, classroom management, and student engagement and motivation.

“With a new chapter on GenAI--as well as numerous examples of intentional uses of AI for discipline-specific tasks--the seventh edition offers teachers a path for teaching both disciplinary and digital literacies. It includes many sample prompts that extend the best practices we have relied on for years into productive, intentional interactions that teachers can design with AI. Throughout the book, Brozo, Boyd, and Ikpeze provide examples of how teachers can inspire and guide inquiry across a variety of text types, including contemporary news media and primary sources, helping students to strengthen their own literacy practices.â€--Troy Hicks, PhD, Interim Associate Dean and Professor, College of Education and Human Services, Central Michigan University“How can we move adolescents to advanced levels of literacy across the disciplines? This multidimensional work invites teachers and teacher educators to interrogate and reimagine instructional practices, curricula, and assessments across varied geographic, cultural, linguistic, technological, and achievement landscapes. The challenges and rewards of getting disciplinary and content literacy right are stitched together and illustrated with thoughtful case examples.â€--Alfred W. Tatum, PhD, Professor and Executive Director, Literacy Research Center and Clinic, Metropolitan State University of Denver-

William G. Brozo, PhD, is Emeritus Professor of Literacy at George Mason University. A former secondary school teacher, he has authored numerous articles and books on a range of literacy topics, and is a contributing author to the iLit intervention program for struggling readers. Dr. Brozo has served on the editorial board of the Journal of Adolescent and Adult Literacy and as a columnist for Thinking Classroom and The Reading Teacher. He is a past member of the Commission on Adolescent Literacy and the Adolescent Literacy Committee of the International Literacy Association, as well as past chair of the PISA/PIRLS Task Force. He has provided technical support for USAID, the World Bank, and UNESCO.Fenice B. Boyd, PhD, is Professor of Literacy; Senior Associate Dean for Diversity, Equity, Justice, and Inclusion; and Associate Dean for Faculty Affairs at the University at Buffalo/m-/State University of New York. A former middle school teacher, she is author of numerous articles and books. Dr. Boyd has served as President of the Literacy Research Association (LRA), associate editor of the Journal of Literacy Research, and department editor of the policy and advocacy section for the Journal of Adolescent and Adult Literacy. She is a recipient of the Albert J. Kingston Award from the LRA and is a past member of the Commission on Adolescent Literacy of the International Literacy Association.Chinwe H. Ikpeze, PhD, is Assistant Professor at St. John Fisher University in Rochester, New York. A former high school English teacher, she is author or coauthor of many journal articles and author or coeditor of several books. Dr. Ikpeze is an education consultant who specializes in teacher professional development on such topics as culturally responsive teaching, classroom management, and student engagement and motivation.

“With a new chapter on GenAI--as well as numerous examples of intentional uses of AI for discipline-specific tasks--the seventh edition offers teachers a path for teaching both disciplinary and digital literacies. It includes many sample prompts that extend the best practices we have relied on for years into productive, intentional interactions that teachers can design with AI. Throughout the book, Brozo, Boyd, and Ikpeze provide examples of how teachers can inspire and guide inquiry across a variety of text types, including contemporary news media and primary sources, helping students to strengthen their own literacy practices.â€--Troy Hicks, PhD, Interim Associate Dean and Professor, College of Education and Human Services, Central Michigan University“How can we move adolescents to advanced levels of literacy across the disciplines? This multidimensional work invites teachers and teacher educators to interrogate and reimagine instructional practices, curricula, and assessments across varied geographic, cultural, linguistic, technological, and achievement landscapes. The challenges and rewards of getting disciplinary and content literacy right are stitched together and illustrated with thoughtful case examples.â€--Alfred W. Tatum, PhD, Professor and Executive Director, Literacy Research Center and Clinic, Metropolitan State University of Denver-

William G. Brozo, PhD, is Emeritus Professor of Literacy at George Mason University. A former secondary school teacher, he has authored numerous articles and books on a range of literacy topics, and is a contributing author to the iLit intervention program for struggling readers. Dr. Brozo has served on the editorial board of the Journal of Adolescent and Adult Literacy and as a columnist for Thinking Classroom and The Reading Teacher. He is a past member of the Commission on Adolescent Literacy and the Adolescent Literacy Committee of the International Literacy Association, as well as past chair of the PISA/PIRLS Task Force. He has provided technical support for USAID, the World Bank, and UNESCO.Fenice B. Boyd, PhD, is Professor of Literacy; Senior Associate Dean for Diversity, Equity, Justice, and Inclusion; and Associate Dean for Faculty Affairs at the University at Buffalo/m-/State University of New York. A former middle school teacher, she is author of numerous articles and books. Dr. Boyd has served as President of the Literacy Research Association (LRA), associate editor of the Journal of Literacy Research, and department editor of the policy and advocacy section for the Journal of Adolescent and Adult Literacy. She is a recipient of the Albert J. Kingston Award from the LRA and is a past member of the Commission on Adolescent Literacy of the International Literacy Association.Chinwe H. Ikpeze, PhD, is Assistant Professor at St. John Fisher University in Rochester, New York. A former high school English teacher, she is author or coauthor of many journal articles and author or coeditor of several books. Dr. Ikpeze is an education consultant who specializes in teacher professional development on such topics as culturally responsive teaching, classroom management, and student engagement and motivation.

“With a new chapter on GenAI--as well as numerous examples of intentional uses of AI for discipline-specific tasks--the seventh edition offers teachers a path for teaching both disciplinary and digital literacies. It includes many sample prompts that extend the best practices we have relied on for years into productive, intentional interactions that teachers can design with AI. Throughout the book, Brozo, Boyd, and Ikpeze provide examples of how teachers can inspire and guide inquiry across a variety of text types, including contemporary news media and primary sources, helping students to strengthen their own literacy practices.â€--Troy Hicks, PhD, Interim Associate Dean and Professor, College of Education and Human Services, Central Michigan University“How can we move adolescents to advanced levels of literacy across the disciplines? This multidimensional work invites teachers and teacher educators to interrogate and reimagine instructional practices, curricula, and assessments across varied geographic, cultural, linguistic, technological, and achievement landscapes. The challenges and rewards of getting disciplinary and content literacy right are stitched together and illustrated with thoughtful case examples.â€--Alfred W. Tatum, PhD, Professor and Executive Director, Literacy Research Center and Clinic, Metropolitan State University of Denver-