Like previous editions, the third edition of Reconceptualizing the Literacies in Adolescents’ Lives invites middle- and high-school educators to move toward a broad, generative view of adolescent literacies. Recognizing that digital media, social networking phenomena are now central in adolescents’ lives, what is different is the focus in this edition on bridging students’ everyday literacies and subject matter learning. Four chapters from earlier editions serve as touchstone texts, honoring youth’s diverse experiences and illustrating how young people’s literacies are enacted, situated, and mediated in various locales; nine new chapters consider how these themes are lived in today’s schools and in the rapidly changing world outside of school
This edition features heightened attention multimodal meaning construction, more discussion of practical implications of the ideas presented, and co-authored teacher commentaries at the end of each section. A Companion Website, new for this edition, facilitates practical application of the text’s key ideas, with discussion questions, and links to instructional activities, blogs, additional readings and viewings, and interactive web pages, and videos.
"Eliot was a twelve-year-old seventh grader when I first met him for a testing session. I was an educational specialist and conducted assessments with students who were thought to have learning disabilities or who struggled in school. Eliot’s seventh-grade experience highlights the possibilities of inclusion. Hehir and Katzman found that the collective responsibility of successful inclusive schools is based, in part, on the relationships formed among the staff at the school, including school leaders, teachers, bus drivers, cafeteria workers, and others, and among parents, students, and staff. …..Reconceptualizing the Literacies in Adolescents’ Lives, edited by Donna E. Alvermann and Kathleen A. Hinchman, taken together, allow a deep look at some of the forces that made Eliot’s seventh-grade year successful." ? Rachel Currie-Rubin Harvard Educational Review
Reconceptualizing Teacher Knowledge and Student Achievement
Kathleen A. Hinchman and Donna E. Alvermann
Part I: Understanding Youth’s Everyday Literacies
1 Touchstone Chapter: Playing for Real: Texts and the Performance of Identity
2 Becoming Life-Long Readers: Insights from a Comic Book Reader
Stergios G. Botzakis
3 Low-Income Youth’s (Public) Internet Practices in South America: Potential Lessons for Educators in the U.S. and Other Post-Industrial Nations
4 Teacher Response: Lessons Learned from Young People’s Everyday Literacies
Anne Bulcher and Margaret Moran
Part II: Integrating Everyday and Academic Literacies
5 Touchstone Chapter: “Struggling” Adolescents’ Engagement in Mulitmediating: Countering the Institutional Construction of Incompetence
6 Thinking with Forensic Science: A Content Analysis of Forensic Comic Books and Graphic Novels
Barbara Guzzetti & Marcia Mardis
7 Reclaiming and Rebuilding the Writer Identities of Black Adolescent Males
Marcelle M. Haddix
8 Teacher Response: Bridging Everyday Literacies with Academic Literacy
Part III: Addressing Sociocultural and Identity Issues in Adolescents’ Literacy Lives
9 Touchstone Chapter: Exploring Race, Language, and Culture in Critical Literacy Classrooms
10 Re-Writing the Stock Stories of Urban Adolescents: Autobiography as a Social and Performative Practice at the InterSections of Identities
11 “In This Little Town Nothing Much Ever Happens, But Someday Something Will”: Reading Young Adult Literature from the Blue Ridge Foothills
12 Teacher Response: Addressing Sociocultural and Identity Issues in Adolescents’ Literacy Lives
Part IV: Changing Teachers, Teaching Changes
13 Touchstone Chapter: Adolescents’ Multiple Identities and Teacher Professional Development
Alfred W. Tatum
14 Reconceptualizing Together: Exploring Participatory and Productive Critical Media Literacies in a Collaborative Teacher Research Group
15 Baby Steps toward Web 1.5: Middle School Teachers’ Personal Learning and Explorations of Pop Culture and Digital Literacy Tools for Classroom Literacy Instruction
Margaret C. Hagood
16 Teacher Response: Professional Development to Reconceptualize Literacy Instruction
Maryanne Desmond Barrett
Elizabeth G. Mascia
Donna E. Alvermann
Kathleen A. Hinchman
Donna E. Alvermann is Distinguished Research Professor, University of Georgia.
Kathleen A. Hinchman is Professor, Reading & Language Arts Center and Director, Reading and English education doctoral programs, Syracuse University.
Welcome to the companion website for our text! Adolescents and the contexts in which they learn, media, and literacies continue to evolve, sometimes at a breakneck pace. Those of us who work with adolescents need to engage in ongoing reconceptualizations of this work. To help with this process, the chapters in this book offer rich, varied accounts of youth situating, mingling, and enhancing their everyday and academic literacies, as well as of teachers and teacher educators learning to facilitate their use of texts of all kinds.
This website offers questions and resources to explore and use as you ponder the authors’ research about adolescents’ identities, everyday literacies, integration of everyday and academic literacies, sociocultural and identity aspects of literacies, and teachers’ efforts to stay abreast of these evolving issues. We offer a special thanks to Elizabeth Stevens, from Syracuse University, for helping us to locate many of the websites that we’ve included here.