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ERIC Number: EJ819140
Record Type: Journal
Publication Date: 2008-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1081-3004
Engaging Middle Years Students: Literacy Projects that Matter
Ryan, Mary
Journal of Adolescent & Adult Literacy, v52 n3 p190-201 Nov 2008
Students often enter preservice teacher literacy curriculum and pedagogy classes with conflicting and certainly varied notions about which literacy practices matter in middle years classrooms. Debates about authentic learner-centered tasks versus basic skill acquisition circulate in the media, in school curricula, and in the talk of teachers and parents. This article confronts such debates to suggest that authentic literacy projects can be used to provide students with the experiences, knowledge, and literacy skills that will help students become engaged, successful learners in the middle years. Practical project snapshots using a three-step model of contextualized planning are described to illustrate how teachers can motivate students and intellectualize the curriculum, while at the same time supporting students' diverse academic and cultural needs and strengths. (Contains 1 figure and 3 tables.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom