Reconceptualizing the Literacies in Adolescents' Lives Second Edition / Edition 2by Donna E. Alvermann
Pub. Date: 04/30/2006
Publisher: Taylor & Francis
Reconceptualizing the Literacies in Adolescents' Lives, Second Edition focuses on exploring the impact of young people's identity-making practices in mediating their perceptions of themselves as readers and writers in an era of externally mandated reforms. What is different in the Second Edition is its emphasis on the importance of valuing adolescents'/i>
Reconceptualizing the Literacies in Adolescents' Lives, Second Edition focuses on exploring the impact of young people's identity-making practices in mediating their perceptions of themselves as readers and writers in an era of externally mandated reforms. What is different in the Second Edition is its emphasis on the importance of valuing adolescents' perspectivesin an era of skyrocketing interest in improving literacy instruction at the middle and high school levels driven by externally mandated reforms and accountability measures. A central concern is the degree to which this new interest takes into account adolescents’ personal, social, and cultural experiences in relation to literacy learning.
In this new edition of Reconceptualizing the Literacies in Adolescents’ Lives students’ voices and perspectives are featured front and center in every chapter. Particular attention is given throughout to multiple literaciesespecially how information and new communication technologies are changing learning from and with text. Nine of the 15 chapters are new; all other chapters are thoroughly updated.
The volume is structured around four main themes:
* Situating Adolescents’ Literacies–addressing how young people use favorite texts to perform their identities; how they counter school-based constructions of incompetence; and how they re/construct their literate identities in relation to certain kinds of gendered expectations, pedagogies, and cultural resources;
* Positioning Youth as Readers and Writers–stressing the importance of classroom discourse, cultural capital, agency, and democratic citizenship in mediating adolescents’ literate identities;
* Mediating Practices in Young People’s Literacies–looking at issues of language, social class, race, and culture in shaping how adolescents represent themselves and are represented by others; and
* Changing Teachers, Teaching Changes–capturing the productive ambiguities associated with teaching urban adolescents to read and write in changing times, encouraging students to conduct action research on topics that are personally relevant, and using ‘enabling constraints’ as a concept to formulate policies on adolescent literacy instruction.
Reconceptualizing the Literacies in Adolescents’ Lives, Second Edition is an essential volume for researchers, faculty, teacher educators, and graduate students in the field of adolescent literacy education.
- Taylor & Francis
- Publication date:
- Edition description:
- Product dimensions:
- 7.00(w) x 9.90(h) x 0.90(d)
Table of Contents
Contents: R.T. Vacca, Foreword. Preface. D.E. Alvermann, S. Jonas, A. Steele, E. Washington, Introduction. Part I: Situating Adolescents' Literacies. S.F. Phelps, Introduction to Part I. L. Neilsen, Playing for Real: Texts and the Performance of Identity. D. O'Brien, "Struggling" Adolescents' Engagement in Multimediating: Countering the Institutional Construction of Incompetence. J.P. Marsh, E.P. Stolle, Re/constructing Identities: A Tale of Two Adolescents. A.W. Tatum, Adolescents' Multiple Identities and Teacher Professional Development. Part II: Positioning Youth as Readers and Writers. D.W. Moore, Introduction to Part II. E.B. Moje, D.R. Dillon, Adolescent Identities as Demanded by Science Classroom Discourse Communities. J.E. Obidah, T.E.J. Marsh, Utilizing Student's Cultural Capital in the Teaching and Learning Process: "As If" Learning Communities and African American Students' Literate Currency. D.W. Moore, J.W. Cunningham, Adolescent Agency and Literacy. H.J. Harper, T.W. Bean, Fallen Angels: Finding Adolescents and Adolescent Literacy in a Renewed Project of Democratic Citizenship. Part III: Mediating Practices in Young People's Literacies. K.A. Hinchman, Introduction to Part III. J.P. Gee, Self-Fashioning and Shape-Shifting: Language, Identity, and Social Class. B. Fecho, B. Davis, R. Moore, Exploring Race, Language, and Culture in Critical Literacy Classrooms. P. Wilder, M. Dressman, New Literacies, Enduring Challenges? The Influence of Capital on Adolescent Readers' Internet Practices. K.A. Hinchman, K. Chandler-Olcott, Literacies Through Youth's Eyes: Lessons in Representation and Hybridity. Part IV: Changing Teachers, Teaching Changes. D.R. Waff, Introduction to Part IV. S.L. Lytle, The Literacies of Teaching Urban Adolescents in These Times. J. Cohen, C. Allen, H. Davis, B. Bowers, E. Darling-Hammond, L.H. Lai, Learning From Learners: Student Voices and Action Research. L.P. Stevens, Reconceptualizing Adolescent Literacy Policy's Role: Productive Ambiguity.
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