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Handbook of Adolescent Literacy Research



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The Guilford Press
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The first comprehensive research handbook of its kind, this volume showcases innovative approaches to understanding adolescent literacy learning in a variety of settings. Distinguished contributors examine how well adolescents are served by current instructional practices and highlight ways to translate research findings more effectively into sound teaching and policymaking. The book emphasizes social and cultural factors in adolescents' approach to communication and response to instruction, and sections address literacy both in and out of schools, including literacy expectations in the contemporary workplace. Detailed attention is given to issues of diversity and individual differences among learners.

Author Biography

Leila Christenbury, EdD, is Professor of English Education at Virginia Commonwealth University (VCU). The author or coauthor of 10 books, she is a frequent speaker on issues of English teaching and learning and has been cited extensively in the national media. Dr. Christenbury has been honored with the Rewey Belle Inglis Award for Outstanding Woman in English Education; VCU’s University Award of Excellence; and the Distinguished Service Award from the National Council of Teachers of English (NCTE). She is a former editor of [i]English Journal[/i] and a past president of NCTE.

Randy Bomer, PhD, teaches in the Language and Literacy Studies Program in the College of Education at the University of Texas at Austin, where he also directs the Heart of Texas Writing Project. Formerly a middle and high school teacher, he has consulted with urban school districts across the United States. The author of two books and many journal articles, Dr. Bomer is a past president of NCTE.

Peter Smagorinsky, PhD, teaches in the Department of Language and Literacy Education at the University of Georgia. He currently chairs the NCTE Research Forum. Dr. Smagorinsky has received honors including the Raymond B. Cattell Early Career Award for Programmatic Research from the American Educational Research Association, the Janet Emig Award from NCTE’s Conference on English Education, and the Distinguished Research in Teacher Education Award from the Association of Teacher Educators. He has published 14 books and numerous journal articles.

Table of Contents

Overviewp. 1
Introductionp. 3
Sociocultural Constructions of Adolescence and Young People's Literaciesp. 14
Who Are Adolescents Today?: Youth Voices and What They Tell Usp. 29
Literacy in Schoolp. 47
Contexts for Adolescent Literacyp. 49
Adolescents Who Struggle with Literacyp. 65
Proficient Reading in School: Traditional Paradigms and New Textual Landscapesp. 80
Fostering Adolescents' Engaged Academic Literacyp. 98
Divided against Ourselves: Standards, Assessments, and Adolescent Literacyp. 113
Adolescent Second-Language Writingp. 126
Research on the Literacies of AAVE-Speaking Adolescentsp. 140
Digital Literacies in the Classroomp. 153
The Secondary English Curriculum and Adolescent Literacyp. 170
Visual Arts and Literacyp. 183
Policy and Adolescent Literacyp. 197
Tracking and Ability Groupingp. 220
Literacy Out of Schoolp. 237
Preparing Adolescents for the Literacy Demands of the 21st-Century Workplacep. 239
The Literacy Demands of Entering the Universityp. 256
Literacy in Virtual Worldsp. 271
Reading and Writing Video: Media Literacy and Adolescentsp. 287
Literacy and Culturep. 305
Literacy and Identity: Implications for Research and Practicep. 307
Latina/o Youth Literacies: Hidden Funds of Knowledgep. 323
Beyond Hip-Hop: A Cultural Context View of Literacyp. 343
Boys and Literacy: Complexity and Multiplicityp. 360
Lessons on Literacy Learning and Teaching: Listening to Adolescent Girlsp. 372
Literacy Issues and GLBTQ Youth: Queer Interventions in English Educationp. 386
The Literacies of New Immigrant Youthp. 400
American Indian Adolescent Literacyp. 415
Author Indexp. 431
Subject Indexp. 441
Table of Contents provided by Ingram. All Rights Reserved.

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