Recognizes a predominant pattern of elements for writers' workshop and categorizes these elements as the Seven C's: Climate, Choice of Literature, Communication, Coaching, Connection, Collaboration, and Chemistry. Elaborates on each "C." Concludes that after working cooperatively in a writers' workshop, the author was able to bring more meaningful…

Presents a case study about how one Midwestern United States community dealt with a censorship challenge. Discusses how the author recognizes his professional responsibility. Discusses the school district's "materials selection and review policy." Contains a lengthy letter the author sent to school board members, and several epilogues. (SG)

Presents an interview with a middle school student, a boy of Caucasian and African American descent. Notes that the student's candid thoughts on reading provoked the author to wonder about the middle school reading experience, especially for those who resist it. Looks at choice, time, and the classroom to help students become engaged readers. (SG)

Describes the results of part of an ongoing study to find and document "new literacy" classrooms. Seeks to describe new literacy classroom practices (i.e., assignments, assessments) as well as types of learning experienced by students and teacher in such classrooms. (SG)

Considers how a spiritual connection across age differences affects literacy education. Notes that the Bible is foremost among the texts adult basic literacy students want to read. Claims that being students of stories of faith and religion does not mean that educators become proselytizers or that they ignore the difference between public and…

Examines the challenges facing one group of secondary school English teachers in Australia as they conducted their first online discussions with a group of Year 11 students. Provides a map to help other teachers steer a clear course towards productive use of online discussion for text-response purposes. (SG)

Takes on a set of complex issues that call for careful analysis of technology and new literacy practices. Shows how the concerns are not just abstract problems for technology theorists, but are also practical issues for anyone who wants to become literate in today's world. (SG)

Presents annotations of 13 young adult books available in Spanish on popular topics that will appeal to adolescents with different needs and aspirations. Includes fiction, social science, myths and folklore, science, history, and recreation books. (SG)

Focuses on supplementing content-area instruction with read-alouds and discussions of picture books that engage adolescents, enrich content knowledge, and stimulate higher order thinking. Illustrates how a teacher read-aloud and collaborative picture book discussion enhanced students' engagement and content learning. (SG)

Demonstrates how the postmodern picture book can be used with readers of various age groups, but in particular secondary and tertiary students, to use and develop new literacies. Defines new literacies. Explores the ways in which the characteristics of postmodern picture books incorporate these literacies. Uses the postmodern picture book "Black…

Explores the nature of writing done by an inner-city teen theater ensemble and shows one teenager's changing understanding of literacy. Describes how the teenagers in the ensemble came to see writing as a mediational means that could be used not only to make sense of their own lives but also to share that sense making with others. (SG)

Describes the importance of understanding that engaged readers can make commitments or promises to understand other readers' perspectives of a text and their interests in using it. Describes how the author's demonstration lesson to a group of Kazakstan educators was transformed into a site for exploring the educators' practices for using a…

Discusses negotiating pop culture and other literacies in current-events discussions. Gives some implications for teachers and teacher educators. Concludes that effective, innovative and sensitive ways of encouraging ESL (English as a second language) students and reticent local students to bring elements of their home (pop) cultures, media, and…

Presents a case study of one classroom teacher's attempt to develop critical discourse in students, focusing particularly on the ability of language-minority students to participate in critical discussions. Suggests that allowing students to explore topics of personal relevance--as may occur in a critical literacy curriculum--is one way of…

Suggests that educators can teach students to deliberately use strategies to read and understand text and to do so across a wide variety of texts and disciplines. Argues that promoting active, mindful reading and teaching students to use strategies is every teacher's responsibility. Presents a three-step model of strategy training that can…