Reconceptualizing The Literacies In Adolescents' Lives / Edition 1by Donna E. Alvermann
Reconceptualizing the Literacies in Adolescents' Lives invites middle and high school educators to move toward a broad, generative view of adolescent literacies. The aim is to capture adolescents' know-how and evolving expertise in an array of literacy contextsall of them rich in language and meaning. This volume moves beyond a tendency to view current/i>… See more details below
Reconceptualizing the Literacies in Adolescents' Lives invites middle and high school educators to move toward a broad, generative view of adolescent literacies. The aim is to capture adolescents' know-how and evolving expertise in an array of literacy contextsall of them rich in language and meaning. This volume moves beyond a tendency to view current instructional recommendationswhich focus on textbooks, tasks, and outcomesas being apolitical or having universal applications. In these times of school reform and public accountability, this book calls on readers to bear in mind that issues of gender, race, ethnicity, and social class have everything to do with who is listened to as well as when and with what effect. It also calls on readers to remember that adolescents carry an almost infinite number of abilities and insights that can and should be invited to any work deemed important in classrooms. By concentrating on the social and cultural dimensions of adolescent literacies, the contributors to this volume have written in ways that move the adolescent learner up front and center stage.
- Taylor & Francis
- Publication date:
- Edition description:
- Older Edition
- Product dimensions:
- 0.84(w) x 10.00(h) x 7.00(d)
Table of Contents
Contents: R.T. Vacca, Foreword. D.E. Alvermann, K.A. Hinchman, D.W. Moore, S.F. Phelps, D.R. Waff, Preface. S.F. Phelps, Part I:Adolescents and Their Multiple Literacies. L. Neilsen, Playing for Real: Performative Texts and Adolescent Identities. D.G. O'Brien, Multiple Literacies in a High-School Program for "At-Risk" Adolescents. J.E. Obidah, Black-Mystory: Literate Currency in Everyday Schooling. D.R. Waff, Part II:Changing Classroom Patterns for Teachers and Adolescents. B. Fecho, Crossing Boundaries of Race in a Critical Literacy Classroom. T.M. Prentiss, Teachers and Students Mutually Influencing Each Other's Literacy Practices: A Focus on the Student's Role. J.E. Readence, R.S. Kile, M.H. Mallette, Secondary Teachers' Beliefs About Literacy: Emerging Voices. T.W. Bean, Teacher Literacy Histories and Adolescent Voices: Changing Content-Area Classrooms. K.A. Hinchman, Part III:Representing Adolescents' Sensemaking. K.A. Hinchman, Reconstructing Our Understandings of Adolescents' Participation in Classroom Literacy Events: Learning to Look Through Other Eyes. D.R. Dillon, E.B. Moje, Listening to the Talk of Adolescent Girls: Lessons About Literacy, School, and Life. J.P. Gee, V.M. Crawford, Two Kinds of Teenagers: Language, Identity, and Social Class. J.P. Young, Discussion as a Practice of Carnival. D.W. Moore, Part IV:Reading and Writing in Contexts. J.S. Kalnin, Walking on the Commons: Genre as a Tool in Supporting Adolescent Literacy. D.W. Moore, J.W. Cunningham, Agency and Adolescent Literacy. J. Cohen, J.B. Christman, E. Gold, Critical Literacy and School Reform: So Much To Do in So Little Time. P.B. Mosenthal, Reframing the Problems of Adolescence and Adolescent Literacy: A Dilemma-Management Perspective. D.E. Alvermann, Imagining the Possibilities.
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