Drawing on an asset-based approach to adolescents and their literacy practices, this book is a powerful resource for secondary teachers across all content areas. The authors encourage a "widened lens" approach that considers varied perspectives and research findings when engaging in multiple and often competing initiatives, issues, and pedagogies. Using examples from their own and others' classroom experiences, the authors explore numerous theoretical and practical understandings of literacy to inform classroom instruction. They discuss different theories of literacy instruction and the ways that sociocultural and cognitive approaches to literacy like the Science of Reading and Whole Language can work in concert with each other. Readers will find relevant information about adolescents' multiliteracies, text selection and complexity, and meeting the needs of diverse learners. With suggested resources, teaching strategies, and discussion questions throughout, this is an ideal text for teacher education courses, professional learning communities, and professionals who want to learn more about how to support adolescents' literacy development. Book Features: Research-based strategies to improve the reading ability of adolescents. Concise descriptions of current literacy approaches commonly referenced in educational policy and the media. Application suggestions with scenarios from middle and high school classrooms. Guiding questions to help beginning teachers reflect on their own literacy experiences and their adolescent students. Tables and a glossary of key terms to support readers' understanding of complex concepts.
Deborah Vriend Van Duinen is a professor of English Education at Hope College, Holland, MI. Erica R. Hamilton is an associate professor of literacy studies at Grand Valley State University, Allendale, MI.
Contents Foreword Julie Bell ?xi Acknowledgments ?xv Introduction ?1 Adolescent Literacy ?2 Theories ?2 A Widened Lens Metaphor and a "Yes, And" Approach ?3 1. ?Concepts, Definitions, and Beliefs ?7 Literacy ?7 Literacy Instruction ?9 (Re)Defining Adolescence and Adolescents ?10 (Re)Defining Adolescent Literacy ?13 "Yes, And" Approach ?14 Moving Forward ?25 2. ?Adolescents' Literacy Skills ?27 Three Approaches to Literacy Instruction ?28 Reading and Writing Skills ?31 Developing and Supporting Adolescents' Reading and Writing Proficiency ?41 "Yes, And" Approach to Adolescents' Reading and Writing Skills ?43 Moving Forward ?44 3. ?Adolescents' Literacy Contexts and Practices ?45 Context ?46 Literacy in Context ?46 Adolescents' Literacy Practices in Context ?53 Acknowledging and Valuing Adolescents' Literacy Contexts and Practices ?55 Integrating Adolescents' Literacy Contexts and Practices ?57 "Yes, And" Approach to Adolescents' Literacy Contexts and Practices ?59 Moving Forward ?60 4. ?Identifying and Using Texts ?61 Identifying Texts ?61 Considering the Complexity of Texts ?64 Using Texts for Instructional Purposes ?73 "Yes, And" Approach to Identifying and Using Texts ?76 Moving Forward ?77 5. ?Literacy Strategies Across Subject Areas ?79 Literacy Skill Development ?79 Using Literacy Strategies to Support Adolescents' Literacy Skill Development ?83 Using Literacy Strategies for Instructional Purposes ?93 "Yes, And" Approach to Using Literacy Strategies Across Subject Areas ?96 Moving Forward ?97 6. ?Disciplinary Literacy Instruction ?99 Disciplinary Literacy ?99 Disciplinary Literacy Instruction ?101 "Yes, And" Approach to Disciplinary Literacy Instruction and Literacy Strategies ?113 Moving Forward ?114 Conclusion ?117 Key Takeaways: "Yes, And" Considerations ?118 Moving Forward ?119 References ?121 Index ?131 About the Authors ?137
