Argues that conventional definitions of literacy are too narrow. Examines weekly tallies of two adolescent girls' use of time, engaging in various discourse forms in school and other settings. Argues for an expanded view of literacy in the content areas, and notes ways literacy might be reconceptualized in content area classrooms. (SR)

Explores some reasons why information and communication technologies are difficult to evaluate. Discusses 10 reasons why information technologies require new evaluation approaches. Discusses two ways to look at any educational innovation: in terms of its uniform impact and its unique uses. Notes inequities in access to technology. (SR)

Offers brief descriptions of 16 books in English (published in 1997 and 1998) about Latino people and cultures. Arranges these noteworthy books into five broad areas: fiction, history, literature, poetry, and sociology. (SR)

Describes how the authors collaborated in planning and implementing a unit on weather using informational children's picture books in a high school English-as-a-second-language class. Discusses three basic considerations in implementing literature-based units with informational picture books. (SR)

Relates the experience of a middle school reading teacher who also teaches a weekly general equivalency diploma (GED) class to adult learners. Describes two of her most memorable adult students, and notes how working with adult learners has helped the author appreciate their persistence and desire to learn, and has helped her with her middle…

Surveys college students to investigate whether a relationship exists between academic achievement and the time spent in recreational reading. Finds a significant and positive relationship between cumulative grade-point average and time spent reading for pleasure during vacations. Examines how much students read, who reads the most, and what they…

Investigates various influences and reasons why non-English-speaking women working in a small goods factory in Australia chose not to participate in workplace literacy courses. Presents perceptions of the nonparticipants, the course provider, the teacher, the personnel manager, and the researcher. Discusses barriers, motivation, networks and power…

Reports results of a national survey of literacy educators' attitudes regarding (1) what they think determines the behavior of boys and girls (beliefs about sex/gender differences and their causes); (2) interest in gender issues; and (3) disposition toward various ways of addressing gender issues during instruction. (SR)

Focuses on a region of the northwestern United States that is experiencing tremendous change as traditional occupations give way to commercial and residential development. Examines, not literacy requirements in particular workplaces or industries, but "literate action" in the context of such change, action necessitated by the economic, social, and…

Shares four working generalizations on what it takes for middle school students with persistent reading difficulties to become successful readers: (1) access to materials that span the gamut of interests and difficulty levels; (2) opportunities to share reading experiences with teachers and classmates; (3) real purposes for reading; and (4)…

Notes that, in response to remark that one can find anything on the Web, a student said, "You can't find my grandmother in Kenya!" Describes resulting Web search, and discusses important lessons from what they found. Concludes the Web is far from worldwide. Includes brief information on particular database located at United Nations site; Literacy…

Describes an instructional practice called "SCAN and RUN" (intended to promote greater reading comprehension development and success in a wider range of students) that uses a novel system of seven cues for strategies to increase reading comprehension by guiding students' understanding, learning, and recall of content material. Presents encouraging…

Describes the collaboration between a seventh-grade English class of unmotivated readers and a group of reading methods students at a nearby university. Discusses how both classes read Carolyn Meyer's "Rio Grande Stories," wrote to each other as pen pals, made a quilt together, visited the university class, and enjoyed a visit from Meyer. (SR)

Describes a literacy autobiography assignment used as the first writing assignment in a methods course for preservice English/language arts teachers to model some strategies for literacy teaching and to encourage reflective thinking. Discusses the kinds of information and insights the autobiographies can reveal, and notes benefits of the…

Examines who preservice teachers perceived they could and could not be in the middle school classroom as well as who their students could and could not be. Documents how these stories naturalize a way of being in the middle school classroom. Suggests that such narratives covertly authorize particular ways of seeing students. (RS)