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Envisioning Knowledge: Building Literacy in the Academic Disciplines


reviewed by Margaret C. Hagood June 09, 2011

coverTitle: Envisioning Knowledge: Building Literacy in the Academic Disciplines
Author(s): Judith A. Langer
Publisher: Teachers College Press, New York
ISBN: 0807751588, Pages: 192, Year: 2010
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Cite This Article as: Teachers College Record, Date Published: June 09, 2011
http://www.tcrecord.org ID Number: 16443, Date Accessed: 12/15/2017 6:48:51 PM

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About the Author
  • Margaret Hagood
    College of Charleston
    E-mail Author
    MARGARET C. HAGOOD is an associate professor of literacy in the Department of Teacher Education at the College of Charleston. Her research and teaching interests include digital literacies, pop culture, and identities of children and adolescents. Recent publications include: Hagood, M.C. (in press). Risks, rewards, & responsibilities of using new literacies in middle grades. Voices from the Middle. Hagood, M. C. (2010/2011). An ecological approach to classroom literacy instruction: Lessons learned from No Impact Man. Journal of Adolescent & Adult Literacy, 54, 236-243. Hagood, M. C., Alvermann, D. E., & Heron, A. (2010). Bring it to class: Unpacking pop culture in literacy learning. New York: Teachers College Press.
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