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Patrick Sullivan , Howard Tinberg , Sheridan Blau ·

YOU? · · 2022 · Open Access · · DOI: https://doi.org/10.3726/b19104

We have developed this volume, Deep Reading, Deep Learning, as a companion to our 2017 NCTE book, Deep Reading: Teaching Reading in the Writing Classroom, which received the CCCC Outstanding Book Award in 2019 for Best Edited Collection. In this volume we address a range of social, ethical, and pedagogical issues that have emerged as essential concerns for teachers of reading and writing, especially those related to identity, culture, and positionality. This new volume emphasizes the broad question of equity and social justice in the acquisition and practice of literacy, and the multifaceted lived reality of positionality related to race, class, gender, disability, and language as experienced by students in the classroom.

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Reading (process) Literacy Identity (music) Social justice Pedagogy Psychology Sociology Political science Social science Art Aesthetics Law

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Type: book
Language: en
Landing Page: https://doi.org/10.3726/b19104
OA Status: hybrid
Cited By: 3
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DOI: https://doi.org/10.3726/b19104

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Title: Deep Reading, Deep Learning

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Language: en

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Publication year: 2022

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Publication date: 2022-05-25

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Authors: Patrick Sullivan, Howard Tinberg, Sheridan Blau

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Landing page: https://doi.org/10.3726/b19104

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Open access: Yes

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OA status: hybrid

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OA URL: https://doi.org/10.3726/b19104

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Concepts: Reading (process), Literacy, Identity (music), Social justice, Pedagogy, Psychology, Sociology, Political science, Social science, Art, Aesthetics, Law

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Cited by: 3

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Citations by year (recent): 2024: 2, 2023: 1

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Related works (count): 10

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