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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:
Content Area Reading; Adolescents; Literacy; Preservice Teacher Education; Learning Modalities; Secondary Education; Relevance (Education); Popular Culture; Action Research

Abstract:
Over the past decade, numerous literacy researchers have investigated the multiple literacies of adolescents. Connecting with adolescents' multiple literacies, including digital texts and high interest print-based texts, holds promise as a way to build bridges to subject area content and academic literacies. Although pre-service content area teachers are required to take a content area literacy course in most US states, little has been written about whether those courses include a focus on multiple literacies or what pre-service teachers understand after learning about multiple literacies. In this study, the author analyzes student work from three semesters of a content area literacy course to find out what the students learned about multiple literacies and how they applied the concept of multiple literacies to developing content area lessons. (Contains 1 figure.) 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:
Action Research; Research Projects; Middle Schools; Teacher Researchers; Teacher Attitudes; Teacher Participation; Instructional Improvement; Department Heads; Professional Autonomy; Selection; Science Departments; English Departments; Social Studies

Abstract:
In the current climate of accountability, action research is one way for teachers to evaluate instructional changes designed to improve assessment results. It may become increasingly common for administrators to mandate teacher involvement in action research, yet few studies have been conducted in such settings. This article focuses on one middle school where the principal mandated action research for all teachers. Projects were carried out within academic departments, and department chairs were given latitude in how to organize and implement projects. This study explores project implementation and teacher perceptions of the action research. Interviews were used as an appropriate tool to explore teacher perceptions, with document analysis providing triangulation. Results from interviews of administrators, department chairs, and department members suggest an overall positive attitude toward action research, as well as variation in how action research projects were carried out. Differences occurred across several dimensions of action research, including context, motivation/ purpose, definition of action research, and organization of projects. Variations appeared to be influenced by each department chair's experience with action research and approach to departmental work, and each department's history of working together on instructional improvement efforts. This study suggests that administrators who mandate teacher participation in action research projects need to think about both the positive (providing teacher ownership and interest within the mandated context) and problematic (possibly leading to variation in the instructional impact of projects) aspects of project variation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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