Adolescent Literacies
A Handbook of Practice-Based Research
Edited by Kathleen A. Hinchman and Deborah A. Appleman
Foreword by Donna E. Alvermann
Request a free digital professor copy on VitalSource ?“This visionary text is the answer to an educator’s search for a comprehensive handbook on adolescent literacies. As a graduate text, the volume provides a solid foundation on adolescent identities, presents the variety of adolescent literacies, and discusses the use of multiple texts. Strengths include real-life examples, a strong research base supporting each topic, and insights that will provoke reflection and deep discussion.”
—Nancy Guth, PhD, Adjunct Instructor, College of Education, University of Mary Washington
“Hinchman and Appleman have given us a visionary, field-defining volume that is unprecedented in its comprehensiveness and in its inclusion of new media literacies, multilingualism, pedagogy, and diverse critical perspectives. The book assembles preeminent scholars to provide expert commentary on the state of research and its applications to informed, engaged literacy classroom practice. This handbook is a jewel and a 'must have' for scholar-practitioners.”
—Ernest Morrell, PhD, Macy Professor of Education, Teachers College, Columbia University
“Adolescent Literacies is incredibly timely. The range and depth of topics covered in the book will be invaluable to teachers looking to improve how they approach literacy instruction in the age of the Common Core standards. Graduate students will benefit from the comprehensive coverage of research. Of particular value is the inclusion of an entire section on the multiple texts of adolescent literacy and several chapters on digital media, given how little play these issues get in teacher training and graduate preparation.”
—Gina Biancarosa, EdD, Department of Educational Methodology, Policy, and Leadership, University of Oregon
“I devoured this terrific book like a box of fine chocolates. I couldn't stop reading it, thanks to the motivating writing style of the editors and contributors and the remarkable, research-based instructional ideas they share. This volume should be required reading for all teachers in grades 5–12.”
—Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University; instructional coach, Health Sciences High and Middle College
“I am grateful to Hinchman and Appleman for conceiving and bringing together this timely and significant work from leading researchers. Thought-provoking chapters—many of which challenge traditional approaches to adolescent literacy—present powerful arguments and provide new directions for instruction. I found I needed to read each chapter closely because the findings and ideas demanded reflection; many expanded my thinking about the contexts and possibilities for developing students’ literacies and gave me hope for the future. What a gift for educators!”
—Donna Ogle, EdD, Co-Director, Reading Leadership Institute, National Louis University
Table of Contents
Introduction: The State of Practice-Based Research in Adolescent Literacies, Kathleen A. Hinchman and Deborah A. ApplemanI. Adolescent Literacies and Identities
1. Navigating Cultures and Identities to Learn Literacies for Life: Rethinking Adolescent Literacy Teaching in a Post-Core World, Elizabeth Birr Moje, Carolyn Giroux, and Nicholas Muehling
2. Youth, Popular Culture, and the Media: Examining Race, Class, Gender, Sexuality, and Social Histories, Marcelle M. Haddix, Antero Garcia, and Detra Price-Dennis
3. Adolescent Literacies beyond Heterosexual Hegemony, Mollie V. Blackburn and Ryan Schey
4. Beyond School: Examining the Out-of-School Literacies and Counternarratives of Adolescent Learners, Valerie Kinloch, Tanja Burkhard, and Carlotta Penn
5. Emergent Bilingual Youth in U.S. Secondary Schools, Danny C. Martinez and Ursula S. Aldana
6. What Research Says (and Doesn’t Say) about Literacy for Youth with Disabilities, Kelly Chandler-Olcott, Michelle Duffy, and Joanna Robertson
7. The Development of Literate Identities and Practices across a Decade: Families, Friends, and Schools, Catherine Compton-Lilly
II. Locating Adolescent Literacies
8. Constructing Literacies in a Secondary English Language Arts Curriculum: Discourses, Histories, Ethics, Mary M. Juzwik, Jennifer VanDerHeide, Kati Macaluso, Amanda Smith, Natasha Perez, Samantha Caughlan, Michael Macaluso, and Cori McKenzie
9. Diverse Youth, New Teachers, and “Picturing” Literacy: Using Photovoice to “Partner” Our Way to Adolescents’ Perspectives on Literacy, Kristien Zenkov, Laurel Taylor, and Jim Harmon
10. The Power of Fostering Pleasure in Reading, Michael W. Smith, Jeffrey D. Wilhelm, and Sharon Fransen
11. Disciplinary Literacy: A Multidisciplinary Synthesis, David O’Brien and Lisa Ortmann
12. Misfits in School Literacy: Whom Are U.S. Schools Designed to Serve?, Peter Smagorinsky
13. Avoiding the Cheapest Room in the House: Dialoguing through Fear of Dialogical Practice, Bob Fecho, Steven J. Landry, and Jennifer J. Whitley
III. Adolescent Literacies and Multiple Texts
14. Missing in Action: Learning from Texts in Subject-Matter Classrooms, Cynthia Greenleaf and Sheila Valencia
15. “No More Paperwork!”: Student Perspectives on Multimodal Composing in Response to Literature, Kelly K. Wissman
16. Let’s Translate!: Teaching Literacy Concepts with English Language Learners, Kelly Puzio, Christopher Keyes, and Robert Jiménez
17. Acquiring Processes for Responding to and Creating Multimodal Digital Productions, Richard Beach, Jill Castek, and John Scott
18. Adolescents Reading Graphic Novels and Comics: What We Know from Research, Stergios Botzakis, Rachelle Savitz, and David E. Low
19. Academic Language and Subject-Area Learning, Zhihui Fang
20. Young Adult Literature and Classroom-Based Research, Gay Ivey
IV. Pedagogies of Adolescent Literacies
21. How Practice-Based Research Informs Adolescent English Language Learners’ Composing and Compositions, Jill Fitzgerald
22. Teaching and Learning Literary Argumentation in High School English Language Arts Classrooms, George E. Newell, David Bloome, and the Argumentative Writing Project
23. Adolescent Literacy and Collaborative Inquiry, Rob Simon and Amir Kalan
24. Scaffolding Adolescents' Reading of Challenging Text: In Search of Balance, Michael Graves
25. Teaching Writing to Adolescents: The Use of Evidence-Based Practices, Amy Gillespie Rouse and Steve Graham
26. A Close Reading of Close Reading: What Does the Research Tell Us about How to Promote the Thoughtful Interrogation of Text?, Amy Koehler Catterson and P. David Pearson
Author Index
Subject Index
About the Editors
Kathleen A. Hinchman, PhD, is Professor Emerita of Reading and Language Arts Education at Syracuse University. Her scholarship looks at teachers’ and students’ perspectives on literacy instruction and has been widely published in journals and books. A former middle school teacher, Dr. Hinchman has served on the boards of directors of the New York State Reading Association, the Literacy Research Association, and ProLiteracy Worldwide. She is a member of the Reading Hall of Fame.Deborah A. Appleman, PhD, is the Hollis L. Caswell Professor and Chair of Educational Studies and Director of the Summer Writing Program at Carleton College. Her recent research has focused on teaching college-level language and literature courses at the Minnesota Correctional Facility-Stillwater. A former high school English teacher, Dr. Appleman is the author of Critical Encounters in Secondary English, Third Edition (winner of the CEE Richard Meade Award from the National Council of Teachers of English), and coauthor of Teaching Literature to Adolescents, Third Edition, among other books on adolescent literacy.
Contributors
Ursula S. Aldana, PhD, School of Education, University of San Francisco,San Francisco, CaliforniaDeborah A. Appleman, PhD, Educational Studies Department, Carleton College,Northfield, Minnesota
Richard Beach, PhD, Department of Curriculum and Instruction, University of Minnesota,Minneapolis, Minnesota
Mollie V. Blackburn, PhD, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
David Bloome, PhD, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
Stergios Botzakis, PhD, Department of Theory and Practice in Teacher Education,University of Tennessee, Knoxville, Knoxville, Tennessee
Eileen Buescher, MS, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
Tanja Burkhard, MA, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
Jill Castek, PhD, Department of Teaching, Learning, and Sociocultural Studies,College of Education, The University of Arizona, Tucson, Arizona
Amy Koehler Catterson, MA, Graduate School of Education, University of California, Berkeley,Berkeley, California
Samantha Caughlan, PhD, Research Images, LLC, Lansing, Michigan
Kelly Chandler-Olcott, EdD, Reading and Language Arts Center, School of Education,Syracuse University, Syracuse, New York
Catherine Compton-Lilly, PhD, Department of Curriculum and Instruction,University of Wisconsin–Madison, Madison, Wisconsin
Michelle Duffy, PhD, School of Education, Virginia Commonwealth University,Richmond, Virginia
Zhihui Fang, PhD, School of Teaching and Learning, University of Florida, Gainesville, Florida
Bob Fecho, PhD, Teachers College, Columbia University, New York, New York
Jill Fitzgerald, PhD, School of Education, University of North Carolina at Chapel Hill,Chapel Hill, North Carolina
Sharon Fransen, MS, College of Education, Temple University, Philadelphia, Pennsylvania
Antero Garcia, PhD, Department of English, Colorado State University, Fort Collins, Colorado
Carolyn Giroux, MA, School of Education, University of Michigan, Ann Arbor, Michigan
Brent Goff, MS, Department of Teaching and Learning, College of Education and HumanEcology, The Ohio State University, Columbus, Ohio
Steve Graham, EdD, Mary Lou Fulton Teachers College, Arizona State University,Tempe, Arizona
Michael F. Graves, PhD, Department of Curriculum and Instruction (Emeritus),University of Minnesota, Minneapolis, Minnesota
Cynthia Greenleaf, PhD, WestEd, Oakland, California
Seung Yon Ha, MS, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
Marcelle Haddix, PhD, Reading and Language Arts Center, School of Education,Syracuse University, Syracuse, New York
Jim Harmon, MEd, Education Consultant, Lakewood, Ohio
Kathleen A. Hinchman, PhD, Reading and Language Arts Center, School of Education,Syracuse University, Syracuse, New York
Alan Hirvela, MS, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
Gay Ivey, PhD, Department of Teacher Education, University of Wisconsin–Madison,Madison, Wisconsin
Robert T. Jiménez, PhD, Department of Teaching and Learning, Vanderbilt University,Nashville, Tennessee
Mary Juzwik, PhD, Department of Teacher Education, Michigan State University,East Lansing, Michigan
Amir Kalan, MS, Department of Curriculum, Teaching and Learning, Ontario Institutefor Studies in Education, University of Toronto, Toronto, Ontario, Canada
Christopher Keyes, PhD, Department of Teacher Education, Shippensburg University,Shippensburg, Pennsylvania
Min-Young Kim, MS, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
Valerie Kinloch, PhD, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
Steven J. Landry, MEd, Department of Language and Literacy Education, University of Georgia,Athens, Georgia
Tzu-Jung Lin, MS, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
David E. Low, PhD, Department of Literacy, Bilingual, and Special Education,California State University, Fresno, Fresno, California
Kati Macaluso, MEd, Alliance for Catholic Education, University of Notre Dame,Notre Dame, Indiana
Mike Macaluso, MEd, Alliance for Catholic Education, University of Notre Dame,Notre Dame, Indiana
Danny C. Martinez, PhD, School of Education, University of California, Davis, Davis, California
Cori McKenzie, MA, Department of Teacher Education, Michigan State University,East Lansing, Michigan
Elizabeth Birr Moje, PhD, School of Education, University of Michigan, Ann Arbor, Michigan
Nick Muehling, MA, School of Education, University of Michigan, Ann Arbor, Michigan
George E. Newell, PhD, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
David G. O’Brien, PhD, Department of Curriculum and Instruction, University of Minnesota,Minneapolis, Minnesota
Lisa Ortmann, PhD, Department of Curriculum and Instruction, Western Illinois University,Macomb, Illinois
P. David Pearson, PhD, Graduate School of Education, University of California, Berkeley,Berkeley, California
Carlotta Penn, MA, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
Natasha Perez, MA, Department of Teacher Education, Michigan State University,East Lansing, Michigan
Detra Price-Dennis, PhD, Department of Curriculum and Teaching, Teachers College,Columbia University, New York, New York
Kelly Puzio, PhD, Department of Teaching and Learning, Washington State University,Pullman, Washington
Joanna M. Robertson, PhD, Department of Education, Old Dominion University,Norfolk, Virginia
Amy Rouse, PhD, Department of Teaching and Learning, Southern Methodist University,Dallas, Texas
SangHee Ryu, MS, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
Rachelle Savitz, MS, Department of Theory and Practice in Teacher Education,University of Tennessee, Knoxville, Knoxville, Tennessee
Ryan Schey, MEd, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
John Scott, MA, Berkeley Center for New Media, University of California, Berkeley,Berkeley, California
Robert Simon, PhD, Department of Curriculum, Teaching and Learning, Ontario Institutefor Studies in Education, University of Toronto, Toronto, Ontario, Canada
Peter Smagorinsky, PhD, Department of Language and Literacy Education,University of Georgia, Athens, Georgia
Amanda Smith, BA, Department of Teacher Education, Michigan State University,East Lansing, Michigan
Michael W. Smith, PhD, College of Education, Temple University, Philadelphia, Pennsylvania
Laurel Taylor, MEd, T. C. Williams High School, Alexandria City Public Schools,Alexandria, Virginia
Sheila W. Valencia, PhD, College of Education, University of Washington, Seattle, Washington
Jennifer Lynn VanDerHeide, PhD, Department of Teacher Education, Michigan State University,East Lansing, Michigan
Larkin Weyand, MFA, Department of Teaching and Learning, College of Educationand Human Ecology, The Ohio State University, Columbus, Ohio
Jennifer J. Whitley, MAT, Department of Language and Literacy Education,University of Georgia, Athens, Georgia
Jeffrey D. Wilhelm, PhD, Department of English, Boise State University, Boise, Idaho
Kelly Wissman, PhD, School of Education, University at Albany, State University of New York,Albany, New York
Kristien Zenkov, PhD, College of Education and Human Development,George Mason University, Fairfax, Virginia