In this essay, Elizabeth Birr Moje argues that educators can make radical change in student learning and well-being if they reframe teachers' work with youth as less about meeting standards and more about teaching youth to navigate the multiple literacy contexts in which they live, learn, and work. To that end, Moje offers a take on disciplinary…

We offer this article to support ELA and other subject-area teachers as they think about why disciplinary literacy teaching is important and how to enact it in robust ways. We argue that it is critical for the improvement of students' academic literacy development and overall learning that all teachers and literacy researchers attend to the…

Teacher education in the U.S. suffers from a form of continental drift with deep fault lines. Most teachers learn to teach in three disconnected lands--colleges of arts and science, schools of education, and K-12 classrooms. There is little to help preservice travelers navigate within and bridge across these spaces. This article describes the…

In response to requests from out-of-school time (OST) providers, the authors have created this practitioner's guidebook for integrating adolescent literacy development initiatives into a wide variety of OST programs. As readers will discover in subsequent chapters, the authors' definition of adolescent literacy development represents a…

This article presents the author's response to Rafael Heller's critique of her commentary on foregrounding the disciplines in secondary school literacy teaching and learning. Heller challenges the idea of approaching secondary literacy instruction from a disciplinary perspective by arguing that rather than teach young people the literate practices…

In this review, the authors interrogate the recent identity turn in literacy studies by asking, How do particular views of identity shape how researchers think about literacy and, conversely, how does the view of literacy taken by a researcher shape meanings made about identity? To address this question, the authors review various ways of…

The author begins her comments on "Reviewing Adolescent Literacy Reports: Key Components and Critical Questions" by commending the authors for taking on this rather massive project. The project required not only locating and reading the many lengthy reports that exist on adolescent literacy but also sifting through the numerous claims, ideas, and…

In this commentary, the author argues for building "disciplinary literacy" instructional programs, rather than merely encouraging subject matter teachers to employ literacy teaching practices and strategies. Readers might wisely question a focus on disciplinary learning in a time when new media, literacies, and social networking practices are so…

Teaching in socially just ways and in ways that produce social justice requires the recognition that learners need access to the knowledge deemed valuable by the content domains, even as the knowledge they bring to their learning must not only be recognized but valued. In this review, the author revisits that notion of teaching as the fusion of…

Argues the field of education has not attended adequately to the literacy learning and development of adolescents; and that the future of adolescent and secondary literacy research is in research that examines the connections between the everyday discourses of adolescents and the academic discourses they navigate each day in school. (RS)

Presents a "conversation" between the authors that discusses various theories of identity, the relationship between identity and literacy, and how identities and literacies are constructed and practiced within relationships of race, gender, class, and space. Addresses findings of recent studies and the authors' thoughts about what these…

Argues for a particular future for middle school literacy teacher education. Envisions a future that positions literacy as a tool for navigating and reconstructing boundaries across discourse communities, with the ultimate goal of teaching early adolescents how to participate in and construct a just and democratic world from the complex world into…

Based on the premise that young people have important stories to tell, this book presents adolescents' lives and experiences to show the importance of understanding their literacy practices, to generate ideas for relating those practices to teaching and curriculum development, and to advance the idea that all children need strong, abiding…

Presents 4 responses to the question "What will classrooms and schools look like?". Discusses who will be in these classrooms and what will be taught; three computer-related transformations that will influence schools and classrooms; three issues related to the nature of schools, classrooms, and students' literacy learning; and nine research-based…

Argues that adolescents' literacy needs for the future are complex and demanding and that adolescents' development of reading, writing, and language skills deserves serious and continuing attention. Discusses what "adolescent literacy" signals that "content reading" and "secondary reading" do not; best practices in adolescent literacy; needs of…