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(Re)imagining Content-area Literacy Instruction
reviewed by Heather Casey - December 13, 2010
 Title: (Re)imagining Content-area Literacy Instruction
Author(s): Roni Jo Draper, Paul Broomhead, Amy Petersen Jensen, Jeffery D. Nokes, and Daniel Siebert (eds.)
Publisher: Teachers College Press, New York
ISBN: 080775126X, Pages: 192, Year: 2010
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- Heather Casey
Rider University
E-mail Author
HEATHER CASEY is currently an Assistant Professor in Literacy Education in the Department of Teacher Education at Rider University. Heather teaches literacy methods courses to pre-service Elementary Education and English Education students. Her research focuses on adolescent literacy development and the use of Web 2.0 tools to motivate learning across contexts and content areas. Heather has published this research in a variety of journals and books and is currently engaged in a research study of the use of learning clubs to support learning across content areas. Recent and upcoming publications: Casey, H. (anticipated 2011 – in process). If you value collaboration-hold them accountable for Collaborative group work. To be published in D. Lapp & B. Moss Teaching with Rigor: Supporting Multiple Ways of Learning. New York: Guilford. Casey, H. (2011). Virtual constructions: Developing a teacher identityin the 21st century. In S. Abrams & J. Rowsell (Eds.), "Rethinking Identity and Literacy Education in the 21st Century." National Society for the Study of Education Yearbook, 110(1). - currently in the copyediting stage. Casey, H. (2010). Engaging the disengaged: Using learning clubs to motivate struggling adolescent readers and writers. In R. Bean, N. Heisey and C. Roller (Eds.). Preparing Reading Professionals. Newark, DE: International Reading Association. Rowsell, J. & Casey, H. (2009, December). Shifting frames: inside the pathways and obstacles of two teachers’ literacy instruction. Linguistics and Education, 20, 311 - 327. Casey, H. (2009, December). Intersections and interactions: A case study of a seventh grade teacher’s practices with struggling readers and writers. Journal of School Connections, 2, 23 – 47.
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