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Descriptors:
Middle School Students; Adolescents; Literacy; Program Development; Humanities; Reading Instruction; Case Studies; Culturally Relevant Education; Second Language Instruction; Recreational Reading; Computer Software; Computer Literacy; Student Motivation; Writing Instruction; Reading Comprehension; Learning Modalities; Reading Difficulties; High School Students; Science Instruction; Social Studies; Mathematics Instruction; Chemistry; Low Achievement; Teacher Education; Teaching Methods; Discussion; Student Evaluation; Problem Solving

Abstract:
Covering everything from day-to-day learning activities to schoolwide goals, this engaging book reviews key topics in literacy instruction for grades 5-12 and provides research-based recommendations for practice. Leading scholars present culturally responsive strategies for motivating adolescents; using multiple texts and digital media; integrating literacy instruction with science, social studies, and math; and teaching English language learners and struggling readers. Vivid case studies, thoughtful discussion questions and activities in each chapter, and detailed ideas for program and lesson planning make this an indispensable classroom resource and professional development tool. Following a foreword by Donna A. Alvermann, the book is divided into three parts. Part I, Perspectives toward Adolescent Literacy Instruction, presents: (1) Discussing Texts with Adolescents in Culturally Responsive Ways (Alfred W. Tatum); (2) Meaningful Content for Middle School Students for Whom English Is an Additional Language (Eliane Rubinstein-Avila and Janelle Johnson); (3) Rethinking Literacy Learning and Teaching: Intersections of Adolescents' In-School and Out-of-School Literacy Practices (Shelley Hong Xu); (4) iLife: Understanding and Connecting to the Digital Literacies of Adolescents (Dana J. Wilber); and (5) The Role of Motivation in Engaged Reading of Adolescents (David G. O'Brien and Deborah R. Dillon). Part II, Developing Reading and Writing Strategies for Multiple Contexts, continues with: (6) Actively Engaging Middle School Students with Words (Karen Bromley); (7) Strategy Matters: Comprehension Instruction for Older Youth (Rachel Brown); (8) Reading and Writing across Multiple Texts (Cynthia Hynd Shanahan); (9) Multimodality and Literacy Learning: Using Multiple Texts to Enhance Content-Area Learning (Fenice B. Boyd and Mary K. Thompson); (10) Assisting Struggling Readers with Textbook Comprehension (Heather K. Sheridan-Thomas); (11) The Reality of Challenging Texts in High School Science and Social Studies: How Teachers Can Mediate Comprehension (Elizabeth Birr Moje and Jennifer Speyer); (12) Humanities Instruction for Adolescent Literacy Learners (Kelly Chandler-Olcott); and (13) Fostering Acquisition of Official Mathematics Language (Codruta Temple and Kathleen A. Hinchman). Part III, Adolescent Literacy Program Issues, concludes with: (14) Intervening When Older Youth Struggle with Reading (Gay Ivey); (15) Instructional Moves That Support Adolescent Learners Who Have Histories of Failure (Douglas Fisher); (16) Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class (Cindy Litman and Cynthia Greenleaf); (17) Literacy Assessment for Adolescents: What's Fair about It? (Mark W. Conley); (18) Program Development (David W. Moore); and (19) Multiple Dimensions of Adolescent Literacy Teacher Education (Patricia L. Anders). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Qualitative Research; Literacy; Research Methodology; Researchers; Educational Research; Intellectual Disciplines; Instruction

Abstract:
Scholars who are drawn to qualitative research methodologies represent a diverse group of disciplines and fields. They also represent themselves as researchers and the theoretical frameworks in which they work quite differently. Indeed, it was this diversity in representation that initially motivated us to propose a New Directions feature on qualitative methodologies. Specifically, we were curious as to how scholars who use different approaches to inquiring about a wide range of literacies and literate practices would respond to an invitation to comment on what they perceive as the most significant or critical issues currently facing qualitative researchers. Through a series of e-mail exchanges, Joseph Tobin (Arizona State University); Constance Steinkuehler, Rebecca Black, and Katherine Clinton (University of Wisconsin--Madison); Kathleen Hinchman (Syracuse University); and Deborah Dillon (University of Minnesota) settled on the following points around which to respond to the "critical issues" question that we had posed initially: (1) Their perceptions of the current state of qualitative research; (2) Methodological insights they have gained from disciplines and fields outside their own; and (3) Examples from their current work that illustrate how they are dealing with issues they perceive as critical to advancing qualitative research. The authors' responses characterize what we believe is a wellspring of ideas worthy of consideration and further discussion. Toward that end, we invite readers to enter into dialogue with the ideas presented here, either in the form of letters to the editor or commentaries. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research Methodology; Literacy Education; Qualitative Research; Educational Research

Abstract:
Scholars who are drawn to qualitative research methodologies represent a diverse group of disciplines and fields. They also represent themselves as researchers and the theoretical frameworks in which they work quite differently. Indeed, it was this diversity in representation that initially motivated us to propose a New Directions feature on qualitative methodologies. Specifically, we were curious as to how scholars who use different approaches to inquiring about a wide range of literacies and literate practices would respond to an invitation to comment on what they perceive as the most significant or critical issues currently facing qualitative researchers. Through a series of e-mail exchanges, Joseph Tobin (Arizona State University); Constance Steinkuehler, Rebecca Black, and Katherine Clinton (University of Wisconsin?Madison); Kathleen Hinchman (Syracuse University); and Deborah Dillon (University of Minnesota) settled on the following points around which to respond to the "critical issues" question that we had posed initially: Their perceptions of the current state of qualitative research. Methodological insights they have gained from disciplines and fields outside their own. Examples from their current work that illustrate how they are dealing with issues they perceive as critical to advancing qualitative research. The authors' responses characterize what we believe is a wellspring of ideas worthy of consideration and further discussion. Toward that end, we invite readers to enter into dialogue with the ideas presented here, either in the form of letters to the editor or commentaries. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Federal Legislation; Adolescents; Literacy Education; Reading Instruction; Educational Legislation; Reading Skills; Reading Research

Abstract:
For the past three decades and more, researchers in adolescent literacy have illuminated the challenges and opportunities facing adolescent learning. This article explores the connection between what we know about adolescent literacy and the mandates and initiatives of the No Child Left Behind Act in the United States. It connects what we know about adolescents with the federal government's newly authorized educational programs, and it considers ways in which research and policy could be more forcefully directed toward supporting adolescents and their literacy learning. Areas of convergence between adolescent literacy research and No Child Left Behind include emphasis on continuous reading instruction, developing knowledge of strategic reading and attention to individual differences. However, No Child Left Behind says little if anything about the contexts for literacy, specific understandings of adolescence, and what teachers need to know and be able to do in order successfully promote adolescent literacy. The article concludes with a recommendation for greater dialogue about adolescent literacy and research and policy concerned with building literacy from preschool through the middle and secondary years. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Instruction; Literacy; Reading Skills; Reading Motivation; Competence; Preadolescents; Adolescents; Teaching Methods; Internet; Recreational Reading

Abstract:
This article provides an overview of research about how teachers, parents, and others can help young people develop literacy practices for success in school and life beyond school. The authors, members of the International Reading Association's Commission on Adolescent Literacy, present the results of its review of the literature in the form of the following instructional implications: (1) perceptions of competence; (2) personal connections; (3) participatory approaches; (4) knowing how to find information; and (5) embedded strategies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Case Studies; Literacy; Males; Race; Reading Attitudes; Reading Habits; Secondary Education; Sex Role; Social Class; Teacher Student Relationship

Abstract:
Explores how social constructions of gender, race, and class were evident in three adolescent boys' literacy practices. Suggests each boy enacted his literacies in different ways, suited to his own subjectivities, rather than using traditional male hegemonies. Concludes that considering individuals' enactments of gender, race, and class may be useful in some ways and overly simple in others. (RS)

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Elementary Education; Liberalism; Literacy; Race; Racial Bias; Research Methodology; Whites

Abstract:
Explores the authors' complicity as white liberal literacy researchers in the social and political dynamics that support continued inequities in school-based literacy success. Reviews what noted scholars say about race, racism, and white liberalism. Describes four deleterious patterns within the tradition of white liberalism. Critiques the authors' own practice as literacy researchers. Offers suggestions for literacy research. (RS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Classroom Communication; Discourse Analysis; Discussion (Teaching Technique); Literature Appreciation; Secondary Education

Abstract:
Explores how two students participated in classroom talk about written text. Finds students participated in talk in complicated, devolving ways over a school year--one participated in class talk about text with an assumption of expertise, only to lose credibility when his teacher expected richer insights; the other participated with such talk with an assumption of equality, yet no one listened. (RS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feminism; Higher Education; Irony; Methods Courses; Preservice Teacher Education; Student Attitudes; Teacher Attitudes; Teacher Collaboration; Teacher Educators; Teaching Methods

Abstract:
Reports on a collaborative project to explore the work of teacher educators as an effort to reconstruct a stance as teachers in relation to students. Shares the discovery of the ironic in desires for authoritative knowledge, effective methods, coherent organization, and harmonic relationships. (CMK)

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Descriptors:
Autobiographies; Elementary Secondary Education; Higher Education; Literacy Education; Personal Narratives; Power Structure; Preservice Teacher Education; Reading Instruction; Teacher Attitudes; Teacher Educators

Abstract:
Former student teachers, collaborating teachers, and researchers examined how literacy teacher educators' language is a means of circulating truth claims about reading instruction. Because truth claims can potentially perpetuate instructional inequities, they provide an appropriate context for exploring power relations in literacy teacher education. Critical autobiographical analysis of participants' conversations are used to conduct this self-directed inquiry into teaching practices. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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