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OverviewIn each chapter of this unique volume, an exemplary teacher collaborates with a prominent scholar to present real-world strategies for putting literacy research to work in grades 5–12. These lively dialogues tackle key questions in adolescent literacy, including issues of motivation, critical thinking skills, content-area writing, differentiated instruction, assessment, English language learning, and technology. Suggestions for incorporating adolescents' out-of-school literacies and working with reading specialists and coaches show how to build connections between the classroom and wider communities. In-depth portraits of challenges and successes in the classroom, practical instructional tips, and stimulating questions for reflection make the book a valuable resource for inservice and preservice teachers. Full Product DetailsAuthor: Jill LewisPublisher: Guilford Publications Imprint: Guilford Publications Dimensions: Width: 15.20cm , Height: 2.80cm , Length: 22.90cm Weight: 0.622kg ISBN: 9781606232682ISBN 10: 1606232681 Pages: 346 Publication Date: 29 October 2009 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Out of Print Availability: In Print  Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock. Table of ContentsI. Getting Personal: Connecting Adolescent Literacy Instruction with Students’ Lived Experiences 1. How Can What We Know about Adolescent Learners Be Used to Benefit Our Literacy Instruction?, Jill Lewis and Bill Jones 2. How Can Motivation and Self-Efficacy Theory Inform Adolescent Literacy Teaching Practices?, Avivah Dahbany and Lauren Bosworth McFadden 3. How Can Adolescents’ Literacies Outside of School Be Brought into the Classroom?, William Kist and Jim Ryan 4. Adolescent Literacy and Democratic Life: What’s Politics Got to Do with It?, Helen Harper and Shannon Mitchell II. Connecting Adolescent Literacy Instruction to Students' Personal Goals 5. How Can We Help Adolescent Readers Meet the Challenges of Academic Text?, Jill Lewis and Tanya Reader 6. How Can Teachers Help Adolescent English Language Learners Attain Academic Literacy?, Fabiola P. Ehlers-Zavala and Laura Azcoitia 7. How Can We Use Adolescents’ Language and Classroom Discourse to Enhance Critical Thinking Practices?, Francine Falk-Ross and Shannon Hurst 8. How Can Vocabulary Instruction Be Made an Integral Part of Learning in Middle and High School Classrooms?, William Dee Nichols, William H. Rupley, and Kendall Kiser 9. How Does Creative Content-Area Teaching in Cyberspace and Multimedia Settings Work with Adolescents?, Tom Bean, Nancy Walker, Jennifer Wimmer, and Benita Dillard 10. How Can We Help Adolescents Think about Content through Writing?, Thomas DeVere Wolsey and Lori Kelsey 11. How Can Content-Area Teachers Differentiate Instruction for Their Students to Improve Student Learning?, Deanna Birdyshaw and Lisa Hoffman 12. How Can Assessment Evaluate Student Learning, Inform Instruction, and Promote Student Independence?, Victoria Ridgeway Gillis, Leigh Haltiwanger, Mary Dillingham, April Ficklin, and Barbara Davis III. Building School Communities for Adolescent Literacy Instruction 13. What Do Middle Grades and High School Teachers Need to Know about Literacy Coaching?, Rita M. Bean and Kathryn E. Carroll 14. What is the Role of the Reading Specialist in Promoting Adolescent Literacy?, Pamela A. Mason and Jacy IppolitoReviewsUser friendly and applicable to all secondary grade levels, this book is truly a great blend of theory and practice. It asks and answers excellent questions about the issues facing teachers in the classroom every day. The vignettes at the beginning of each chapter are very realistic and relatable. - Ashley E. Nebe, English teacher, Clark High School, Las Vegas, Nevada, USA This book reminds us, as educators, to value adolescent literacy across a mosaic of contexts. Teenagers aren't just bringing new literacies into the classroom; they're bringing their literacies into the classroom. The volume responds to the 21st-century challenge to connect our teaching with adolescents' learning, and equips teachers and teacher educators with strong, theory-grounded tools for effective practice. - Kathy Headley, Professor and Associate Dean for Research and Graduate Studies, College of Health, Education, and Human Development, Clemson University, USA Today's adolescents must balance traditional literacy demands with digital and multimodal literacies. This volume addresses current issues facing students and teachers with an impressive blend of theory, research, and practice. The book challenges simplistic notions of reading, composing, and understanding by looking at the contexts of adolescent literacy and instruction in holistic and situated ways. Most powerful of all, it is grounded in the authority of actual classroom practice and lets us see real students at work. - Jeffrey D. Wilhelm, Department of English and Director, Boise State Writing Project, Boise State University, USA This book successfully integrates adolescent literacy theory with instructional practices. Resounding with the voices of cutting-edge researchers, secondary classroom teachers who know what they are doing and why, and adolescents themselves, this is a welcome, accessible contribution. - Kristine Gritter, School of Education, Seattle Pacific University, USA Essential Questions in Adolescent Literacy goes right to the heart of the questions that most perplex classroom teachers. Drawing on the combined wisdom of researchers and practitioners, it offers fresh perspectives on familiar issues-vocabulary development, working with English learners, student motivation, assessment tools-and 21st-century solutions to age-old problems. This book will be an invaluable resource for newcomers to the profession as well as those of us for whom improving our teaching is a lifelong enterprise. - Carol Jago, co-director, California Reading and Literature Project, University of California, Los Angeles, USA User friendly and applicable to all secondary grade levels, this book is truly a great blend of theory and practice. It asks and answers excellent questions about the issues facing teachers in the classroom every day. The vignettes at the beginning of each chapter are very realistic and relatable. - Ashley E. Nebe, English teacher, Clark High School, Las Vegas, Nevada, USA This book reminds us, as educators, to value adolescent literacy across a mosaic of contexts. Teenagers aren't just bringing new literacies into the classroom; they're bringing their literacies into the classroom. The volume responds to the 21st-century challenge to connect our teaching with adolescents' learning, and equips teachers and teacher educators with strong, theory-grounded tools for effective practice. - Kathy Headley, Professor and Associate Dean for Research and Graduate Studies, College of Health, Education, and Human Development, Clemson University, USA Today's adolescents must balance traditional literacy demands with digital and multimodal literacies. This volume addresses current issues facing students and teachers with an impressive blend of theory, research, and practice. The book challenges simplistic notions of reading, composing, and understanding by looking at the contexts of adolescent literacy and instruction in holistic and situated ways. Most powerful of all, it is grounded in the authority of actual classroom practice and lets us see real students at work. - Jeffrey D. Wilhelm, Department of English and Director, Boise State Writing Project, Boise State University, USA This book successfully integrates adolescent literacy theory with instructional practices. Resounding with the voices of cutting-edge researchers, secondary classroom teachers who know what they are doing and why, and adolescents themselves, this is a welcome, accessible contribution. - Kristine Gritter, School of Education, Seattle Pacific University, USA Essential Questions in Adolescent Literacy goes right to the heart of the questions that most perplex classroom teachers. Drawing on the combined wisdom of researchers and practitioners, it offers fresh perspectives on familiar issues--vocabulary development, working with English learners, student motivation, assessment tools--and 21st-century solutions to age-old problems. This book will be an invaluable resource for newcomers to the profession as well as those of us for whom improving our teaching is a lifelong enterprise. - Carol Jago, co-director, California Reading and Literature Project, University of California, Los Angeles, USA Author InformationJill Lewis, EdD, is Professor of Literacy Education at New Jersey City University. Previously she taught high school English in public schools and directed a reading lab at a community college. She has published numerous articles, chapters, and books on adolescent literacy, content-area reading, professional development, and advocacy, and presents her work widely in the United States and internationally. Dr. Lewis is a past member of the Board of Directors of the International Reading Association and a recipient of its Special Service Award. Tab Content 6Author Website:Countries AvailableAll regions |
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