Professor Frankel Receives Outstanding Author Contribution

SEDFACULTYProfessor Katherine Frankel’s published work has been recognized as an Outstanding Author Contribution in the 2014 Emerald Literati Network Awards for Excellence. Frankel’s chapter Embracing Complexity: Integrating Reading, Writing, and Learning in Intervention Settings, published in Literacy Research, Practice, and Evaluation was selected by the Editors of Emerald Group Publishing Limited (Emerald) for this recognition. The editors chose Frankel’s chapter as “it is one of the most impressive pieces of work the team has seen throughout 2013.”

Below is a description of Professor Frankel’s chapter, as it appears in the abstract:

Purpose – Our purpose in this chapter is to argue for the importance of integrating reading and writing in classrooms and to provide examples of what integration of this nature looks like in classrooms across content areas and grade levels.
Design/methodology/approach – We provide an overview of the argument for reading–writing integration, highlight four common tools (skill decomposition, skill decontextualization, scaffolding, and authenticity) that teachers use to cope with complexity in literacy classrooms, and describe four classrooms in which teachers strive to integrate reading and writing in support of learning.
Findings – We provide detailed examples and analyses of what the integration of reading and writing in the service of learning looks like in four different classroom contexts and focus particularly on how the four teachers use scaffolding and authenticity to cope with complexity and support their students’ literacy learning.
Research limitations/implications – We intentionally highlight four noteworthy approaches to literacy instruction, but our examples are relevant to specific contexts and are not meant to encompass the range of promising practices in which teachers and students engage on a daily basis.
Practical implications – We provide classroom teachers with four concrete tools for coping with the complexities of literacy instruction in classroom settings and highlight what instruction of this nature – with an emphasis on scaffolding and authenticity – looks like in four different classroom contexts.
Originality/value of chapter – Teachers and other educational stakeholders must acknowledge and embrace the complexities of learning to read and write, so that students have opportunities to engage in rich and authentic literacy practices in their classrooms.

Citation: Katherine K. Frankel, Elizabeth L. Jaeger, P. David Pearson (2013), Embracing Complexity: Integrating Reading, Writing, and Learning in Intervention Settings, in Evan Ortlieb, Earl H. Cheek (ed.) School-Based Interventions for Struggling Readers, K-8 (Literacy Research, Practice and Evaluation, Volume 3), Emerald Group Publishing Limited, pp.3-20

Emerald is a global publishing group, managing over 290 journals and over 2350 books and book series volumes. Emerald aims to provide academic publications which link research and practice to the benefit of society. In its publications, Emerald strives for “internationality, diversity, support for scholarly research, encouragement of applied research (impact), commitment to high quality scholarship, and a desire to ensure reader, author and customer experience is the best it can be.”

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