Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
Journal of Literacy Research, 2002
This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high school level. It is a slightly revised version of a position paper that the Board of Directors of the National Reading Conference (NRC) commissioned this past year to underscore the need to continue literacy instruction beyond the elementary grades. Posted originally to NRC's web page ( http://nrc.oakland.edu ), the paper argues that adolescent literacy instruction, if it is to be effective, must address issues of self-efficacy and student engagement with a variety of texts (e.g., textbooks, hypermedia texts, digital texts) in diverse settings. It must also attend to the literacy demands of subject area classes, to struggling readers, to issues of critical literacy, and to participatory instructional approaches that actively engage adolescents in their own learning.
Massachusetts Reading Association Primer, 2020
2016
Using a framework that includes the theories of multiliteracies (The New London Group, 1996), new literacies (Lankshear & Knobel, 2011), and multimodality (Jewitt, 2009; Kress, 2010), this chapter draws upon findings from qualitative research to provide 1) an examination of literacy skills and practices commonly associated with adolescence, as well as 2) approaches to effective literacy instruction for diverse learners at the middle and high school levels. In addition, this chapter explores the complex nature of defining the term literacy, particularly as it relates to teaching adolescents essential 21st century skills (e.g., collaborative problem-solving, multimodal composition) across content areas. Readers will consider how identifying and valuing the range of literacy practices in which adolescents engage-both within and outside of school-can optimize their personal literacy development and academic achievement. Examples provided throughout this chapter model and invite analysis of the benefits and limitations of incorporating these theories into pedagogy. Learning Objectives After reading this chapter, readers will be able to 1. describe the theories of multiliteracies, new literacies, and multimodality as they relate to adolescent literacy; 2. identify the range of diverse literacy skills and practices of adolescent students; 3. discuss the benefits of and drawbacks to incorporating multiliteracies, new literacies, and multimodality into literacy instruction for diverse populations of adolescents; 4. design learning activities that support and enhance the development of adolescent students' literacy skills through multiple modes and genres. Why These Theories Matter in the Design of Adolescent Literacy Instruction New technologies and forms of communication promote multimodality; adolescents' out-ofschool literacy practices are increasingly varied, digitally-based, and multimodal. In light of this reality, "important changes will be needed in schooling, in teachers, and, especially, in educational beliefs about the status/design of non-print modes as ways of understanding knowledge and representing meaning" (Miller, Thompson, Lauricella, Boyd & McVee, 2012, p. 116). This statement implies that in the formal school setting, students are often restricted to engaging in literacy practices centered on traditional print-based texts rather than a variety that would fortify their multiple literacies. Yet, the dominance of the book as the central medium of communication is becoming replaced by the governance of the screen in schools and beyond (Kress, 2010). Educators cannot discount this shift in modality. Instead, the theories discussed in this chapter provide a way for teachers to consider how new technologies and multimodal texts may be included in adolescents' academic learning experiences in ways to meet their diverse learning needs, styles, and abilities effectively.
2013
The current study examined the experiences of adolescents considered to be at-risk for academic underachievement in an after-school reading intervention program (called the Vocabulary Learning Project, or VLP), with the goal of identifying the individual and social contextual factors that influence their engagement in the literacy intervention. One-on-one semistructured interviews were conducted with 29 adolescent participants post-intervention to gain their personal insights on relevant contextual experiences, resulting in the identification of key factors that are associated with student engagement at the behavioral, affective and cognitive levels. The findings from this study serve as an important indicator of some of the multiple influences on the literacy engagement of at-risk adolescents. This has implications for the design of future interventions developed for the purpose of improving the academic achievement, and ultimately the economic and personal advancement, of adolesce...
The Future of Children, 2012
Learning to read-amazing as it is to small children and their parents-is one thing. Reading to learn, explains Susan Goldman of the University of Illinois at Chicago, is quite another. Are today's students able to use reading and writing to acquire knowledge, solve problems, and make decisions in academic, personal, and professional arenas? Do they have the literacy skills necessary to meet the demands of the twenty-first century? To answer these questions, Goldman describes the increasingly complex comprehension, reasoning skills, and knowledge that students need as they progress through school and surveys what researchers and educators know about how to teach those skills. Successfully reading to learn requires the ability to analyze, synthesize, and evaluate information from multiple sources, Goldman writes. Effective readers must be able to apply different knowledge, reading, and reasoning processes to different types of content, from fiction to history and science, to news accounts and user manuals. They must assess sources of information for relevance, reliability, impartiality, and completeness. And they must connect information across multiple sources. In short, successful readers must not only use general reading skills but also pay close attention to discipline-specific processes. Goldman reviews the evidence on three different instructional approaches to reading to learn: general comprehension strategies, classroom discussion, and disciplinary content instruction. She argues that building the literacy skills necessary for U.S. students to read comprehensively and critically and to learn content in a variety of disciplines should be a primary responsibility for all of the nation's teachers. But outside of English, few subject-area teachers are aware of the need to teach subject-area reading comprehension skills, nor have they had opportunities to learn them themselves. Building the capacity of all teachers to meet the literacy needs of today's students requires long-term investment and commitment from the education community as well as society as a whole.
Many educators and school district curriculums are struggling to find a balance between old texts and new technologies. Much research has been done on how students read multimodal texts, or texts that incorporate images, videos, and other interactive elements with words. Qualitative research methods were used to study how student engagement, level of effort, and reading comprehension were impacted through the use of multimodal texts in tandem with a district-mandated text. In a Midwest school district, six male students and and seven female students were asked to read through a required text and perform a comprehension check and summative blog post summarizing major themes. Then, students were asked to read a longer required text with similar themes while utilizing multimodal literacies in an online environment. A similar comprehension check and blog post were given after utilizing these multimodal literacies to see if they had any impact on engagement, level of effort, and reading comprehension. While initially the multimodal literacy tasks caused student engagement and level of effort to increase, that initial spike fell as students continued working with the texts, indicating that student choice of texts in conjunction with utilization of multimodal literacies could have significant positive implications for students.
Journal of Adolescent & Adult Literacy, 2012
2023
Dissertação para a obtenção do Grau de Mestre em Engenharia Mecânica, 2011
Revista Brasileira de Análise do Comportamento, 2021
Geosynthetics International, 2009
Journal of Analytical Toxicology, 2019
Negócios em Projeção, 2011
The Journal of Clinical Endocrinology & Metabolism, 2009
Zenodo (CERN European Organization for Nuclear Research), 2022
Food chemistry, 2018
JNCI Journal of the National Cancer Institute, 1996
Supportive Care in Cancer, 2007
The American Journal of Comparative Law