Dr. Wilhelm's Annotated Bibliography (Part 1)

WRITTEN BY DR. JEFFREY WILHELM

Editor’s Note – Dr. Jeffrey Wilhelm has shared an extensive annotated bibliography with the Reading Council of Greater Winnipeg in advance of his MTS PD Day presentation. Over the next week, we will publish excerpts from the annotated bibliography. We hope you see familiar titles and find new ones. Keep checking Reading Manitoba for more! 

Join Dr. Wilhelm and the Reading Council of Greater Winnipeg on Friday, October 20, 2017 at St. Mary’s Academy for Setting the Stage for Success: Strategies to Foster Inquiry-Based Learning & Engaging Ways to Reach Reluctant Readers and Writers (Grades 3-9). Register now! 


DIVING DEEP INTO NONFICTION: Transferable Tools for Reading ANY Nonfiction Text
Corwin, 2016 – Twenty-eight classroom-tested lessons using four kinds of rules of notice (generalizations, calls to attention, ruptures, readers’ response) about four kinds of text elements (topics, key details, text structures and genre) to help students learn what and how to notice and interpret what is essential to understanding main ideas and how texts are constructed for meaning and effect. This book provides a generative model for teaching reading for meaning that can be used with any text at any grade level across the curriculum.

YOU GOTTA BE THE BOOK: Teaching Engaged and Reflective Reading with Adolescents
3rd Edition, Teachers College Press, 2016 – This is one of my three bestselling books and the one most people seem to know. It explores the stances and strategic repertoire of highly-engaged versus poor adolescent readers, ways to inquire into reading with students, and how to use a variety of interventions to get struggling readers to ready with the power and joy of highly adept readers. You Gotta Be the Book features techniques like think alouds, symbolic story representation, visual art techniques, drama, etc. and how to align to next generation standards. WINNER of the NCTE Promising Research Award!

THE ACTIV(IST) LEARNER: Inquiry, Literacy and Service to Make Learning Matter
Teachers College Press, 2014 – This book explores how inquiry/cognitive apprenticeship approaches to teaching and learning naturally lead to service to self, peers, classroom, school, community, and environment. The Activist Learner is filled with classroom stories and practical how-to ideas for integrating content area learning and service to enliven and deepen learning while exceeding curricular goals and next generation assessments. The book promotes literacy as an avenue to creating a culture of civic engagement.

READING UNBOUND: Why Kids Need to Read What They Want and Why We Should Let Them
Scholastic, 2014 – This book reports on a study of highly engaged readers of marginalized, non-dominant texts such as fantasy, romance, vampire, horror, dystopia, manga, etc. Findings include the many different types of pleasure these readers experience, as well as the deep psychological satisfactions and inner work that their responses to these books afforded them. WINNER of the NCTE David H. Russell Award for Distinguished Research (2016).

About the Author – Dr. Jeffrey D. Wilhelm is an internationally-renowned author, dynamic presenter and award winning educator. He has been a North American leader in teaching the inquiry process and providing creative strategies and materials to engage struggling readers. Dr. Wilhelm is a distinguished Professor of English Education at Boise State University. He is the founding director of the Maine Writing Project and the Boise State Writing Project.

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