Reconceptualizing the Literacies in Adolescents' Lives

Bridging the Everyday/Academic Divide, Third Edition
3. Auflage 2011
ISBN: 978-0-415-89292-6
Verlag: Routledge

Buch, Englisch, 296 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 435 g

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.

Autoren/Hrsg.

Alvermann, Donna E.

Hinchman, Kathleen A.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie

Inhaltsverzeichnis

Foreword Reconceptualizing Teacher Knowledge and Student Achievement, Randy Bomer

Introduction, 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, Lorri Nielsen

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, Eliane Rubinstein-Avila

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, David O’Brien

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, McKenzie Weaver

Part III: Addressing Sociocultural and Identity Issues in Adolescents’ Literacy Lives

9. Touchstone Chapter: Exploring Race, Language, and Culture in Critical Literacy Classrooms, Bob Fecho, Bette Davis and Renee Moore 1
0. Re-Writing the Stock Stories of Urban Adolescents: Autobiography as a Social and Performative Practice at the InterSections of Identities, Kelly Wissman and Lalitha Vasudevan

11. “In This Little Town Nothing Much Ever Happens, But Someday Something Will”: Reading Young Adult Literature from the Blue Ridge Foothills, Gay Ivey

12. Teacher Response: Addressing Sociocultural and Identity Issues in Adolescents’ Literacy Lives, Justin Claypool and George White

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, Eli Tucker-Raymond,Daisy Torres-Petrovich,Keith Dumbleton and Ellen Damlich

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 and Elizabeth G. Mascia

Afterword, Donna E. Alvermann and Kathleen A. Hinchman

Contributors Index

Über Autor(innen)

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.