Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students’ daily lives. It highlights research methods and instructional approaches that capitalize on adolescents’ interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity–along with curriculum and teaching methods–shape youths’ literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.
Table of Content
Introduction: The State of Practice-Based Research in Adolescent Literacies, Kathleen A. Hinchman and Deborah A. Appleman
I. Adolescent Literacies and Identities
1. Navigating Cultures and Identities to Learn Literacies for Life: Rethinking Adolescent Literacy Teaching in a Post-Core World, Elizabeth Birr Moje, Carolyn Giroux, and Nicholas Muehling
2. Youth, Popular Culture, and the Media: Examining Race, Class, Gender, Sexuality, and Social Histories, Marcelle M. Haddix, Antero Garcia, and Detra Price-Dennis
3. Adolescent Literacies beyond Heterosexual Hegemony, Mollie V. Blackburn and Ryan Schey
4. Beyond School: Examining the Out-of-School Literacies and Counternarratives of Adolescent Learners, Valerie Kinloch, Tanja Burkhard, and Carlotta Penn
5. Emergent Bilingual Youth in U.S. Secondary Schools, Danny C. Martinez and Ursula S. Aldana
6. What Research Says (and Doesn’t Say) about Literacy for Youth with Disabilities, Kelly Chandler-Olcott, Michelle Duffy, and Joanna Robertson
7. The Development of Literate Identities and Practices across a Decade: Families, Friends, and Schools, Catherine Compton-Lilly
II. Locating Adolescent Literacies
8. Constructing Literacies in a Secondary English Language Arts Curriculum: Discourses, Histories, Ethics, Mary M. Juzwik, Jennifer Van Der Heide, Kati Macaluso, Amanda Smith, Natasha Perez, Samantha Caughlan, Michael Macaluso, and Cori Mc Kenzie
9. Diverse Youth, New Teachers, and “Picturing” Literacy: Using Photovoice to “Partner” Our Way to Adolescents’ Perspectives on Literacy, Kristien Zenkov, Laurel Taylor, and Jim Harmon
10. The Power of Fostering Pleasure in Reading, Michael W. Smith, Jeffrey D. Wilhelm, and Sharon Fransen
11. Disciplinary Literacy: A Multidisciplinary Synthesis, David O’Brien and Lisa Ortmann
12. Misfits in School Literacy: Whom Are U.S. Schools Designed to Serve?, Peter Smagorinsky
13. Avoiding the Cheapest Room in the House: Dialoguing through Fear of Dialogical Practice, Bob Fecho, Steven J. Landry, and Jennifer J. Whitley
III. Adolescent Literacies and Multiple Texts
14. Missing in Action: Learning from Texts in Subject-Matter Classrooms, Cynthia Greenleaf and Sheila Valencia
15. “No More Paperwork!”: Student Perspectives on Multimodal Composing in Response to Literature, Kelly K. Wissman
16. Let’s Translate!: Teaching Literacy Concepts with English Language Learners, Kelly Puzio, Christopher Keyes, and Robert Jiménez
17. Acquiring Processes for Responding to and Creating Multimodal Digital Productions, Richard Beach, Jill Castek, and John Scott
18. Adolescents Reading Graphic Novels and Comics: What We Know from Research, Stergios Botzakis, Rachelle Savitz, and David E. Low
19. Academic Language and Subject-Area Learning, Zhihui Fang
20. Young Adult Literature and Classroom-Based Research, Gay Ivey
IV. Pedagogies of Adolescent Literacies
21. How Practice-Based Research Informs Adolescent English Language Learners’ Composing and Compositions, Jill Fitzgerald
22. Teaching and Learning Literary Argumentation in High School English Language Arts Classrooms, George E. Newell, David Bloome, and the Argumentative Writing Project
23. Adolescent Literacy and Collaborative Inquiry, Rob Simon and Amir Kalan
24. Scaffolding Adolescents’ Reading of Challenging Text: In Search of Balance, Michael Graves
25. Teaching Writing to Adolescents: The Use of Evidence-Based Practices, Amy Gillespie Rouse and Steve Graham
26. A Close Reading of Close Reading: What Does the Research Tell Us about How to Promote the Thoughtful Interrogation of Text?, Amy Koehler Catterson and P. David Pearson
Author Index
Subject Index
About the author
Kathleen A. Hinchman, Ph D, is Professor Emerita of Reading and Language Arts Education at Syracuse University. Her scholarship looks at teachers’ and students’ perspectives on literacy instruction and has been widely published in journals and books. A former middle school teacher, Dr. Hinchman has served on the boards of directors of the New York State Reading Association, the Literacy Research Association, and Pro Literacy Worldwide. She is a member of the Reading Hall of Fame.
Deborah A. Appleman, Ph D, is the Hollis L. Caswell Professor and Chair of Educational Studies and Director of the Summer Writing Program at Carleton College. Her recent research has focused on teaching college-level language and literature courses at the Minnesota Correctional Facility-Stillwater. A former high school English teacher, Dr. Appleman is the author of
Critical Encounters in Secondary English, Third Edition (winner of the CEE Richard Meade Award from the National Council of Teachers of English), and coauthor of
Teaching Literature to Adolescents, Third Edition, among other books on adolescent literacy.
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