Adolescent Literacies

A Handbook of Practice-Based Research

Edited by Kathleen A. Hinchman and Deborah A. Appleman
Foreword by Donna E. Alvermann

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Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity—along with curriculum and teaching methods—shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.

“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; Director of Learning, 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. Appleman

I. 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 in the Reading and Language Arts Center and Associate Dean for Academic Affairs in the School of Education at Syracuse University. A former middle school teacher, Dr. Hinchman teaches literacy methods courses and seminars. She is coeditor of the Journal of Adolescent and Adult Literacy and has authored or edited several books, including Best Practices in Adolescent Literacy Instruction, Second Edition, with Heather K. Sheridan-Thomas, and Adolescent Literacies, with Deborah A. Appleman. Her current scholarship explores policy implications of literacy-related secondary school reform and the use of formative design to explore alternative methods of adolescent literacy instruction.

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, California

Deborah 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

Audience

Teacher educators, graduate students, and researchers; classroom teachers and other educators in grades 5–12.

Course Use

May serve as a supplemental text in graduate-level courses.