Disrupting thinking : why how we read matters / Kylene Beers & Robert E. Probst

By:

Beers, G. Kylene, 1957-

Contributor(s):

Probst, Robert E

text

Media type:

unmediated

Carrier type:

volume

ISBN:

1338132903
9781338132908

Subject(s):

Genre/Form:

DDC classification:

418/.4/071 23

LOC classification:

PN83 .B44 2017

Contents:

Introduction : where the story begins -- The readers we want -- The framework we use -- The changes we must embrace -- Conclusion : and where the story goes next

Summary: "Kylene Beers and Bob Probst showed teachers how to help students become close readers. Now, in Disrupting thinking they take teachers a step further and discuss an on-going problem: lack of engagement with reading. They explain that all too often, no matter the strategy shared with students, too many students remain disengaged and reluctant readers. The problem, they suggest, is that we have misrepresented to students why we read and how we ought to approach any text, fiction or nonfiction"--Publisher's website

Holdings
Item type	Current library	Shelving location	Call number	Copy number	Status	Date due	Barcode
Book	NMC Library	Stacks	PN83 .B44 2017 (Browse shelf(Opens below))	1	Available		33039001442085

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Previous	PN81 .M514 2012 Waiting for the barbarians : essays on the classics and pop culture /	PN81 .O95 2016 Critics, monsters, fanatics, and other literary essays /	PN83 .A43 1940A How to read a book; the art of getting a liberal education,	PN83 .B44 2017 Disrupting thinking : why how we read matters /	PN83 .B57 2000 How to read and why /	PN83 .C378 2022 How to read now : essays /	PN83 .J36 2011 The pleasures of reading in an age of distraction /	Next

"Kylene Beers and Bob Probst showed teachers how to help students become close readers. Now, in Disrupting thinking they take teachers a step further and discuss an on-going problem: lack of engagement with reading. They explain that all too often, no matter the strategy shared with students, too many students remain disengaged and reluctant readers. The problem, they suggest, is that we have misrepresented to students why we read and how we ought to approach any text, fiction or nonfiction"--Publisher's website

Includes bibliographical references (pages 168-171) and index

Introduction : where the story begins -- The readers we want -- The framework we use -- The changes we must embrace -- Conclusion : and where the story goes next

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