With examples from science classrooms, Cynthia Greenleaf explains key Reading Apprenticeship approaches that amplify the reciprocal nature of science and literacy instruction as exercises in inquiry. When literacy is properly understood as an investigation to construct meaning with and from texts, science texts, then—with their conceptual and linguistic complexity and multiple representations of ideas—graphs, diagrams, data sets, and so forth are perfect for stimulating authentic inquiry into the meaning of the ideas being presented.

Presenter: Cynthia Greenleaf
Venue: NSTA Virtual Conference: Connecting Literacy and Science with NGSS and Common Core
Date: August 6, 2014

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During her residence as University of Auckland Distinguished Visitor, Dr. Cynthia Greenleaf presented this seminar describing the Reading Apprenticeship research and design principles that engage teachers in sustained, collaborative inquiry into instructional content and student engagement and learning.

Presenter: Cynthia Greenleaf
Venue: University of Auckland, Distinguished Visitor Seminar
Date: March 18, 2014
Location: Auckland, New Zealand

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For diverse secondary students to become increasingly independent, capable, and critical in their thinking, reading, writing, and speaking in varied disciplinary domains and in the complex literacy tasks of daily life, they need learning opportunities that help them develop dispositions, text-based problem-solving capacities, discipline-based literacy practices, and resilient learner identities. In this presentation, Dr. Greenleaf shared the Reading Apprenticeship instructional framework and its research base, focusing on case studies of subject-area classrooms and individual student literacy performances to demonstrate the framework and its impact on students’ growth toward engaged academic literacy.

Presenter: Cynthia Greenleaf
Venue: University of Auckland, Distinguished Visitor Seminar
Date: March 20, 2014
Location: Auckland, New Zealand

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In this keynote address to the Wisconsin State Reading Association, Dr. Cynthia Greenleaf asks her audience to consider the “non-cognitive” tools of agency, persistence, and resilience that students will need to meet new standards and to “turn the tables” on what counts for learning: What was confusing? How did you figure that out?

Presenter: Cynthia Greenleaf
Venue: Wisconsin State Reading Association annual meeting
Date: February 7, 2013
Location: Milwaukee, WI

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