Handbook of Adolescent Literacy Research

Edited by Leila Christenbury, Randy Bomer, and Peter Smagorinsky

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Hardcover
September 26, 2008
ISBN 9781593858292
Price: $114.00
452 Pages
Size: 7" x 10"
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Paperback
July 2, 2010
ISBN 9781606239933
Price: $54.00
452 Pages
Size: 7" x 10"
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June 10, 2011
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452 Pages
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452 Pages
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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 explores 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.

Winner—Literacy Research Association's Fry Book Award!

“Teachers might find it hard to imagine that reading a research handbook could possibly equate to feeling, and breathing-in, a blast of fresh air....But such a feeling awaits you—it really awaits you—if you care to pick up and read the Handbook of Adolescent Literacy Research....Truthfully, I don't remember reading and enjoying this type of text in my lifetime as an educator—not as a teacher, researcher, educational writer, college professor, or visiting scholar. The Handbook is carefully divided into four parts, not by our traditional reading, writing, listening, and speaking demarcations, but rather by the contexts in which literacy develops: in school, out of school, and in the multiple words of individual identities....The Handbook will help you and your peers clear the air of the Superman mentality we're living in by enriching your knowledge base and inspiring your own passions. You will deservedly feel the breeze from this Handbook window, while gaining new insights that will affect you on Monday morning...and for years to come.”

Cateweb.org


“Literacy Studies has been in need of a handbook on current topics in the field, and this one rewards with a thoughtful and troubling survey of pertinent issues.”

Teachers College Record


“This handbook contributes significantly to the understudied—and misunderstood—domain of adolescent literacy. By attending to adolescents and their literacy practices within a variety of contexts, the editors and authors resist conventional assumptions about adolescents, literacy, and proficiency or struggle. I look forward to using this volume in my own research and in my work with graduate students and inservice and preservice teachers.”

—Elizabeth Birr Moje, PhD, Arthur F. Thurnau Professor of Education, University of Michigan


“At the very moment when policymakers are declaring a 'crisis' in adolescent literacy, this handbook offers a countervailing portrait of adolescents as deeply engaged in the literacies of their local and global worlds. This state-of-the-art collection turns adolescent literacy on its head, arguing that educators can learn a great deal from the new and hybrid literacies youth produce in their on/offline interactions. Schools have much catch-up work to do, and educators and policymakers will find themselves frequently returning to this volume as they begin to redesign policies, research, and curricula that take account of adolescents’ complex lives and literacies.”

—Marjorie Siegel, EdD, Teachers College, Columbia University


“The study of adolescent literacies is undergoing a considerable transition, and we need the kind of self-reflexive examination that this handbook provides. The editors and contributors have boldly produced a provocative work that challenges received wisdom and current policy even as it catalogues important developments in the field. In a time of literacy 'crisis' discourse, when adolescents are tested and regulated more than ever before, the Handbook responds with richly contextualized images of youth acting purposefully and creatively with literacy, both in and out of school. The volume's images of diverse adolescents and their literacies, along with careful examinations of theory, policy, and pedagogy, position the Handbook as a significant resource for graduate education in literacy studies.”

—Kevin M. Leander, PhD, Department of Teaching and Learning, Vanderbilt University


“My doctoral seminar on adolescent literacy benefited greatly from the remarkable range of this volume. The chapters are comprehensive and insightful, and they suggest promising directions for research in the years ahead. Because this volume is the first all-inclusive review of the research on adolescent literacy, it is a breakthrough work. It is sure to be the 'thinking center' of the adolescent literacy research community for some time to come.”

—Douglas K. Hartman, PhD, College of Education, Michigan State University

Table of Contents

I. Overview

1. Introduction, Leila Christenbury, Randy Bomer, and Peter Smagorinsky

2. Sociocultural Constructions of Adolescence and Young People’s Literacies, Donna E. Alvermann

3. Who Are Adolescents Today?: Youth Voices and What They Tell Us, Sam M. Intrator and Robert Kunzman

II. Literacy in School

4. Contexts for Adolescent Literacy, Judith A. Langer

5. Adolescents Who Struggle with Literacy, Larry R. Johannessen and Thomas M. McCann

6. Proficient Reading in School: Traditional Paradigms and New Textual Landscapes, David O’Brien, Roger Stewart, and Richard Beach

7. Fostering Adolescents' Engaged Academic Literacy, Ruth Schoenbach and Cynthia Greenleaf

8. Divided against Ourselves: Standards, Assessments, and Adolescent Literacy, James Marshall

9. Adolescent Second-Language Writing, Linda Harklau and Rachel Pinnow

10. Research on the Literacies of AAVE-Speaking Adolescents, Jamal Cooks and Arnetha F. Ball

11. Digital Literacies in the Classroom, Joan A. Rhodes and Valerie J. Robnolt

12. The Secondary English Curriculum and Adolescent Literacy, Robert Burroughs and Peter Smagorinsky

13. Visual Arts and Literacy, Michelle Zoss

14. Policy and Adolescent Literacy, Allan Luke and Annette Woods

15. Tracking and Ability Grouping, Jo Worthy, Holly Hungerford-Kresser, and Angela Hampton

III. Literacy Out of School

16. Preparing Adolescents for the Literacy Demands of the 21st-Century Workplace, Anne Beaufort

17. The Literacy Demands of Entering the University, Kathleen Blake Yancey

18. Literacy in Virtual Worlds, Rebecca W. Black and Constance Steinkuehler

19. Reading and Writing Video: Media Literacy and Adolescents, David L. Bruce

IV. Literacy and Culture

20. Literacy and Identity: Implications for Research and Practice, Cynthia Lewis and Antillana del Valle

21. Latina/o Youth Literacies: Hidden Funds of Knowledge, Carmen M. Martínez-Roldán and María E. Fránquiz

22. Beyond Hip-Hop: A Cultural Context View of Literacy, Yolanda J. Majors, Jung Kim, and Sana Ansari

23. Boys and Literacy: Complexity and Multiplicity, Michael W. Smith and Jeffrey D. Wilhelm

24. Lessons on Literacy Learning and Teaching: Listening to Adolescent Girls, Barbara J. Guzzetti

25. Literacy Issues and GLBTQ Youth: Queer Interventions in English Education, Wayne Martino

26. The Literacies of New Immigrant Youth, Danling Fu and Jennifer M. Graff

27. American Indian Adolescent Literacy, Mary Jiron Belgarde, Richard K. LoRé, and Richard Meyer


About the Editors

Leila Christenbury, EdD, is Commonwealth Professor of English Education at Virginia Commonwealth University (VCU). The author or coauthor of 12books, 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 David H. Russell Award and the CEE James N. Britton Award from the National Council of Teachers of English (NCTE). Additionally, she is a recipient of the Edward B. Fry Book Award from the National Reading Conference for the Handbook of Adolescent Literacy Research. She is a former editor of English Journal, a past president of NCTE, and past interim dean of the VCU School of Education.

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.

Contributors

Donna E. Alvermann, Department of Language and Literacy Education, University of Georgia, Athens, Georgia

Sana Ansari, College of Education, University of Illinois-Chicago, Chicago, Illinois

Arnetha F. Ball, School of Education, Stanford University, Stanford, California

Richard Beach, Department of Curriculum and Instruction, University of Minnesota-Twin Cities, Minneapolis, Minnesota

Anne Beaufort, Department of Interdisciplinary Arts and Sciences, University of Washington-Tacoma, Tacoma, Washington

Mary Jiron Belgarde, Department of Language, Literacy, and Sociocultural Studies, University of New Mexico, Albuquerque, New Mexico

Rebecca W. Black, Department of Education, University of California-Irvine, Irvine, California

Randy Bomer, Department of Curriculum and Instruction, University of Texas at Austin, Austin, Texas

David L. Bruce, Department of Learning and Instruction, University at Buffalo, The State University of New York , Buffalo, New, York

Robert Burroughs, Department of Teacher Education, University of Cincinnati, Cincinnati, Ohio

Leila Christenbury, Department of Teaching and Learning, Virginia Commonwealth University, Richmond, Virginia

Jamal Cooks, College of Education, San Francisco State University, San Francisco, California

Antillana del Valle, Department of Curriculum and Instruction, University of Minnesota-Twin Cities, Minneapolis, Minnesota

María E. Frínquiz, Department of Curriculum and Instruction, University of Texas at Austin, Austin, Texas

Danling Fu, School of Teaching and Learning, College of Education, University of Florida, Gainesville, Florida

Jennifer M. Graff, Department of Language and Literacy Education, University of Georgia, Athens, Georgia

Cynthia Greenleaf, Strategic Literacy Initiative, WestEd, Oakland, California

Barbara J. Guzzetti, Department of Curriculum and Instruction, Arizona State University, Tempe, Arizona

Angela Hampton, Department of Curriculum and Instruction, University of Texas at Austin, Austin, Texas

Linda Harklau, Department of Language and Literacy Education, University of Georgia, Athens, Georgia

Holly Hungerford-Kresser, Department of Curriculum and Instruction, University of Texas at Arlington, Arlington, Texas

Sam M. Intrator, Department of Education and Child Study, Smith College, Northampton, Massachusetts

Larry R. Johannessen, Department of English, Northern Illinois University, DeKalb, Illinois

Jung Kim, College of Education, University of Illinois-Chicago, Chicago, Illinois

Robert Kunzman, School of Education, Indiana University, Bloomington, Indiana

Judith A. Langer, Department of Educational Theory and Practice, University at Albany, Albany, New York

Cynthia Lewis, Department of Curriculum and Instruction, University of Minnesota-Twin Cities, Minneapolis, Minnesota

Richard K. LoRé, Department of Liberal Arts, Southwestern Indian Polytechnic Institute, Albuquerque, New Mexico

Allan Luke, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia

Yolanda J. Majors, College of Education, University of Illinois-Chicago, Chicago, Illinois

James Marshall, Department of Language and Literacy Education, University of Georgia, Athens, Georgia

Carmen M. Martínez-Roldín, Department of Curriculum and Instruction, Arizona State University, Tempe, Arizona

Wayne Martino, Faculty of Education, University of Western Ontario, Ontario, Canada

Thomas M. McCann, Elmhurst Community Unit School District 205, Elmhurst, Illinois

Richard Meyer, Department of Language, Literacy, and Sociocultural Studies, University of New Mexico, Albuquerque, New Mexico

David O'Brien, Department of Curriculum and Instruction, University of Minnesota-Twin Cities, Minneapolis, Minnesota

Rachel Pinnow, Department of Language and Literacy Education, University of Georgia, Athens, Georgia

Joan A. Rhodes, Department of Teaching and Learning, Virginia Commonwealth University, Richmond, Virginia

Valerie J. Robnolt, Department of Teaching and Learning, Virginia Commonwealth University, Richmond, Virginia

Ruth Schoenbach, Strategic Literacy Initiative, WestEd, Oakland, California

Peter Smagorinsky, Department of Language and Literacy Education, University of Georgia, Athens, Georgia

Michael W. Smith, Department of Curriculum, Instruction, and Technology in Education, Temple University, Philadelphia, Pennsylvania

Constance Steinkuehler, Department of Curriculum and Instruction, University of Wisconsin-Madison, Madison, Wisconsin

Roger Stewart, Department of Literacy, Boise State University, Boise, Idaho

Jeffrey D. Wilhelm, Department of English, Boise State University, Boise, Idaho

Annette Woods, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia

Jo Worthy, Department of Curriculum and Instruction, University of Texas at Austin, Austin, Texas

Kathleen Blake Yancey, Department of English, Florida State University, Tallahassee, Florida

Michelle Zoss, Department of Middle-Secondary Education and Instructional Technology, Georgia State University, Atlanta, Georgia

Audience

Researchers, scholars, and students in secondary literacy; teacher educators.

Course Use

Serves as a text in courses on adolescent literacy research.