Inquiry Paths to Literacy Learning

Elizabeth A. Kahn taught English language arts for 36 years and served as English department chair; she now teaches in the English teacher education program at Northern Illinois University in DeKalb, Illinois. She has co-authored several books, including Discussion Pathways to Literacy Learning (NCTE 2018), The Dynamics of Writing Instruction (Heinemann 2010), and Writing About Literature (NCTE 1984 and 2009, updated edition).Andrew Bouque has taught English in public high schools for 20 years, currently at Adlai E. Stevenson High School in Lincolnshire, Illinois. He is coeditor of Raise Your Voices: Inquiry, Discussion, and Literacy Learning (Rowman & Littlefield 2019).Dawn Forde is a teacher at Adlai E. Stevenson High School and has been learning from her students for the past 18 years. She coedited Raise Your Voices: Inquiry, Discussion, and Literacy Learning (Rowman & Littlefield 2019) and has presented at local, state, and national conferences.Thomas M. McCann is a professor of English at Northern Illinois University, where he contributes to the teacher licensure program. His books include Transforming Talk into Text and Literacy and History in Action (Teachers College Press) and the co-authored Talking in Class (NCTE 2006), The Dynamics of Writing Instruction (Heinemann 2010), and Teaching Matters Most (Corwin Press 2012).Carolyn Calhoun Walter taught English students for thirty years at both public and private high schools and now supervises student teachers for Northern Illinois University. She is a regular presenter at national conferences and has co-authored Designing and Sequencing Pre-Writing Activities and Writing about Literature, and Discussion Pathways to Literacy Learning.

At a time when society and schools are running at a faster-than-ever break neck pace, a purposeful move towards inquiry-focused learning is precisely the salve that can create more thoughtful and critically-minded students and teachers. What Elizabeth Kahn and her colleagues do in Inquiry Paths to Literacy Learning is provide an essential guide—collected from experts around the field of English Language Arts--to developing classes of students who thrive while pursuing deeper, nuanced understandings of issues important to them.

• ForewordJeffrey D. Wilhelm, Boise State UniversityAcknowledgmentsEditors’ IntroductionElizabeth A. Kahn, Andrew Bouque, Dawn Forde, Thomas M. McCann, and Carolyn C. WalterPart I: An Invitation to InquiryChapter 1- Inquiring into Inquiry in English Language ArtsHugh Kesson, Michael W. Smith, and Jon-Philip ImbrendaChapter 2- Inquiry-Based Processes for WritingThomas M. McCannChapter 3- Inquiry and Literature: Beginning with Why?Carolyn Calhoun WalterChapter 4- Inquiring in First-Year CompositionShayne Dwyer and Faye ScottPart II: The Practice of InquiryChapter 5- Planning Inquiry-Based LearningElizabeth A. KahnChapter 6- Managing Group InquiryPatricia Dalton and Suzanne StarnesChapter 7- Launching Independent InquiriesDeborah Stern and Stacey CarloughChapter 8- Assessing the Impact of InquiryAndrew BouquePart III: Inquiry Beyond the ELA ClassroomChapter 9- Investigating Text and Self: Inquiry, Literacy, and Social-Emotional Learning Gabrielle Caputo and Shannon McMullenChapter 10- Inquiry and Service Learning in Teacher EducationPeter SmagorinskyChapter 11- Cross-Disciplinary Collaborations: Valuing Inquiry to Navigate ControversyPeter Anderson and Dawn Forde Chapter 12- Learning with Tools of Digital Inquiry Mary RiceAbout the EditorsAbout the Contributors