"Reading Don't Fix No Chevy's": Literacy in the Lives of Young Men

Overview

The problems of boys in schools, especially in reading and writing, have been the focus of statistical data, but rarely does research point out how literacy educators can combat those problems. That situation has changed. Michael Smith and Jeff Wilhelm, two of the most respected names in English education and in the teaching of reading, worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book they share what ...

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Overview

The problems of boys in schools, especially in reading and writing, have been the focus of statistical data, but rarely does research point out how literacy educators can combat those problems. That situation has changed. Michael Smith and Jeff Wilhelm, two of the most respected names in English education and in the teaching of reading, worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book they share what they have learned.

Through a variety of creative research methods and an extended series of interviews with 49 young men in middle and high school who differ in class, race, academic achievement, kind of school, and geography, the authors identified the factors that motivated these young men to become accomplished in the activities they most enjoyed-factors that marked the boys' literate activities outside of school, but were largely absent from their literate lives in school. Their study questions the way reading and literature are typically taught and suggests powerful alternatives to traditional instruction.

Building their findings on their understanding of the powerful and engaging experiences boys had outside of school, Smith and Wilhelm discuss why boys embrace or reject certain ways of being literate, how boys read and engage with different kinds of texts, and what qualities of texts appeal to boys. Throughout, the authors highlight the importance of choice, the boys' need to be shown how to read, the cost of the traditional teaching of difficult canonical texts, and the crucial place of meaningful social activity.

The authors' data-driven findings are provocative, explaining why boys reject much of school literacy and how progressive curricula and instruction might help boys engage with literacy and all learning in more productive ways. Providing both challenges and practical advice for overcoming those challenges, Smith and Wilhelm have produced a book that will appeal to teachers, teacher educators, and parents alike.

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Editorial Reviews

VOYA
Smith and Wilhelm, two secondary English teachers concerned about boys' resistance to school reading tasks and their underachievement, studied the reading habits of thirty-two boys among high- to low-achieving students in four school districts. They collected four different kinds of data-rankings of various literate activities and interviews about the rankings; reactions to constructed profiles of boys engaged in various literate activities and interviews about their responses; journals of everything read, written, watched, or listened to at school and at home for three months, with interviews about the journals; and observations of the boys in and outside of class. The book profiles these young people and quotes from them extensively, making the book a model for this type of research. For practitioners, the results are significant. Smith and Wilhelm found that social networks and connections, often facilitated by computer communication, were important for reading selection. Significantly, they learned that English teachers were outside the network. Boys rejected "schoolish" forms of literacy. They expected to be engaged in the first few paragraphs, liked stories over facts, and put great importance on visual texts such as on Web sites, television shows, and movies. They liked reading that could be exported into conversation, including newspaper accounts, headlines, box scores, and jokes. They preferred texts that sustain engagement for repeated readings and that provide multiple perspectives. They wanted texts that are novel as opposed to routine; have edgy, subversive content and powerful ideas; and are funny. The book closes with portraits of the boys and implications for teaching.Besides the findings of this particular study, the book is worth its price for the summary of research on boys and literacy as well as for its implications for library collections and services for male adolescents. This book is a must-read for young adult librarians. Index. Biblio. Charts. Appendix. 2002, Heinemann, 224p, Chelton
School Library Journal
Prompted by research showing that girls as a group consistently outperform boys in tasks related to literacy, the authors attempted to determine the possible reasons behind this disparity, using a variety of techniques with a group of 49 boys of various socioeconomic levels, races, ages, educational histories, etc. The result is an evenhanded examination of boys' opinions about and approaches to literacy. The authors acknowledge the limitations of their research and discuss how their data may reflect these shortcomings but still reveal interesting tendencies within their group. The findings are related closely to Mihaly Csikszentmihalyi's work on "flow experiences." The authors concede that their conclusions could conceivably apply to girls as well as boys, suggesting that addressing student needs by gender may not be the most productive tactic in establishing and promoting literacy. Still, this clear, easy-to-follow text is worth a look, in large part due to its exploration of student approaches to literacy in school and out and how those attitudes can be applied to develop more effective methods of teaching.-Alison Ching, North Garland High School, Garland, TX Copyright 2003 Cahners Business Information.
Booknews
Based on interviews and observations with a diverse group of 49 young men, this book describes their motivations and applies this understanding to the teaching of literacy skills. It identifies the situations which promote literacy, the texts boys enjoy, and the implications of this knowledge for classroom practices. Smith teaches English education at Rutgers University. Wilhelm teaches literacy at the University of Maine. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780867095098
  • Publisher: Heinemann
  • Publication date: 3/12/2002
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 248
  • Sales rank: 1,451,080
  • Age range: 12 - 17 Years
  • Product dimensions: 7.30 (w) x 9.20 (h) x 0.50 (d)

Meet the Author

Michael Smith is coauthor with Jeffrey Wilhelm and Michael Smith of Get It Done!; Oh, Yeah?!; and So, What's the Story?. Michael, a professor in Temple University's College of Education, joined the ranks of college teachers after 11 years of teaching high school English. He has won awards for his teaching at both the high school and college levels. His research focuses on understanding how experienced readers read and talk about texts as well as what motivates adolescents' reading and writing out of school. He uses that understanding to think about how to devise more effective and engaging reading and writing instruction for adolescents in school. Michael has cowritten or coedited three other Heinemann books, Going with the Flow; Reflective Teaching, Reflective Learning; and "Reading Don't Fix No Chevys". For Chevys he and coauthor Jeff Wilhelm received the NCTE David H. Russell Award for Distinguished Research in the Teaching of English. When he's not working, Michael's likely to be watching or talking about sports, reading, or playing with his granddaughter.

Jeffrey Wilhelm is coauthor with Michael Smith and James Fredricksen of Get It Done!; Oh, Yeah?!; and So, What's the Story?. Jeff has cowritten or coedited four other Heinemann books, Going with the Flow, "Reading Don't Fix No Chevys", Strategic Reading, and Imagining to Learn. For Chevys he and coauthor Jeff Wilhelm received the NCTE David H. Russell Award for Distinguished Research in the Teaching of English. Jeff is an internationally-known teacher, author, and presenter. He is driven by a desire to help teachers to help their students to more powerful literacy and compassionate, democratic living. What he most wants for teachers to get out of his work is motivation, a vital passion and impulse to continue experimenting and learning about teaching, as well as ways to frame instruction so it is meaningful and compelling to students. A classroom teacher for fifteen years, Jeff is currently Professor of English Education at Boise State University. He works in local schools as part of a Virtual Professional Development Site Network sponsored by the Boise State Writing Project, and regularly teaches middle and high school students. He is the founding director of the Maine Writing Project and the Boise State Writing Project. He has authored or coauthored numerous books and articles about literacy teaching and learning. In addition to the Russell award, his "You Gotta BE the Book" won the NCTE Promising Research Award. Jeff has worked on numerous materials and software programs for students including Scholastic's e21 and ReadAbout, and has edited a series of 100 books for reluctant readers entitled The Ten. Jeff enjoys speaking, presenting, working with students and schools. He is currently researching how students read and engage with non-traditional texts like video game narratives, manga, horror, fantasy, etc. as well as the effects of inquiry teaching on teachers, students, and learning. Jeff grew up on a small strawberry farm in Northeastern Ohio. He loved the Hardy Boys as a boy, and has continued to love reading ever since, progressing through Hermann Hesse, John Steinbeck, and James Baldwin as literary mentors. In high school he was named a Harrier All-American for cross-country and track. He was then a two-time Small College All-American in Cross-country. He has competed Internationally in cross country, track, and nordic skiing. He now enjoys marathon nordic skiing and whitewater kayaking.

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Table of Contents

What's Going Down: A Review of the Current Concerns Around Boys and Literacy

Going with the Flow: What Boys Like to Do and Why They Like to Do It

Do the Right Thing: The Instrumental Value of School and Reading

Mostly Outside, Rarely Inside: Situations That Promote Literacy

May I Have the Envelope Please? The Texts Boys Enjoy and Why They Enjoy Them

A Profound Challenge: Applications for Classroom Practice

Appendixes:

A. Major Coding Categories

B. Reading Log Directions and Examples

C. Category System for the Protocol Analysis and Distribution of Moves by Story

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Sort by: Showing 1 Customer Reviews
  • Anonymous

    Posted June 30, 2003

    It done good!

    Whilst I prefer to tool my chevies, me thinks this is a good book for dummies like me! It be a shame dey don't have a store inventary list online.

    Was this review helpful? Yes  No   Report this review
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