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“Insightful and engaging, this text provides educators with current knowledge and critical teaching applications. The third edition's increased attention to multimodalities and diversity and social justice makes a core text in the field even more desirable. The contributors challenge us to rethink and extend our practices to support adolescent literacy learning most effectively. I have used selected chapters in graduate courses, and the text was very well received. My students came away with both the passion and capability to implement new teaching practices and research projects.”

—Jacqueline Lynch, PhD, School of Education and Human Development, Florida International University


“Presented by a dream team of researchers and educators, the third edition of this text offers evidence-based methods that center literacy instruction around adolescents' strengths, interests, and lived experiences. The volume consistently demonstrates the centrality of doing literacy in a way that truly responds to the identities of the learners we serve. Not only is this approach humanizing and equitable, but it also enhances learning. Taken together, the chapters offer a powerful vision in which teachers join with students to cultivate the strategies, skills, and agency needed for reading and writing in today’s world.”

—Leslie David Burns, PhD, Program Chair of Secondary English Education, University of Kentucky


“This text bridges the gap between research and classroom practice in my methods course for preservice teachers. Not only are the chapters research based, but the authors also highlight youth and teacher experiences, providing a rich context for discussions about adapting literacy practices to address the various needs of students and their communities. While the third edition continues to provide exceptional resources for rigorous literacy instruction, there is a greater focus on creating space to honor cultural and linguistic diversity in the classroom. From exploring the digital literacies of Black girls to teaching multilingual text sets to challenging systemic racism across the disciplines, the new chapters are timely and speak directly to the experiences of students and teachers today.”

—Anthony Celaya, PhD, Department of English, Southeast Missouri State University

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Table of Contents

Foreword, Donna E. Alvermann

I. Valuing Adolescents

1. Texts and Adolescents: Embracing Connections and Connectedness, Alfred W. Tatum

2. Cultivating a Multilingual Classroom Community: A Focus on Texts, Maneka Deanna Brooks

3. The Role of Motivation in Engaged Literacy Practices of Adolescents, David G. O’Brien, Deborah R. Dillon, Yongjun Lee, & Casey Norton

4. #EyebrowsOnFleek: Centering Black Girls’ Performative Digital Literacies in the Urban Secondary Context, Delicia Tiera Greene

5. Teaching Literacy to Youth Who Struggle with Academic Literacies, Aubrey N. Comperatore & Leigh A. Hall

II. Developing Literacy Strategies

6. A Model for Equity and Access: Teaching Adolescent Literacy through a Black Historical Lens, Gholnecsar E. Muhammad & Chelsea Moodie

7. Academic Language Development for Adolescents: Multiple Contexts/Multiple Opportunities, Linda Kucan

8. Comprehension in Secondary Schools, Douglas Fisher, Nancy Frey, & John Almarode

9. Creating and Sustaining Inclusive Writing Communities for Adolescents, Bryan Ripley Crandall, Kelly Chandler-Olcott, & Elizabeth Carol Lewis

10. Engaging Adolescents with Multiple Texts in Literacy Instruction, Byeong-Young Cho, Lindsay Woodward, & Min-Young Kim

III. Developing Disciplinary Literacies

11. Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class, Cindy Litman & Cynthia L. Greenleaf

12. Fostering Acquisition of Mathematics Language, Codruta Temple & Kathleen A. Hinchman

13. Teaching History and Literacy, Timothy Shanahan & Cynthia Shanahan

14. Teaching Literary Literacy, Emily C. Rainey & Scott Storm

15. Reading and Challenging Texts in High School: How Teachers Can Scaffold and Build Anti-Racist Reading for Social Justice in the Disciplines, Elizabeth Birr Moje & Jennifer Speyer Baker

IV. Addressing Program and Policy Issues

16. Culturally Compelling Teaching, Multimodality, and Transmediation in an Eighth-Grade English Class, Andrea L. Tochelli-Ward & Fenice B. Boyd

17. Reimagining/Disrupting Reading Interventions: A Focus on Situated Literacy Learning, Youth Identities, and Meaningful Social Relationships, Katherine K. Frankel & Julie E. Learned

18. Differentiated Literacy Instruction for Adolescent Students, Zaline Roy-Campbell

19. Assessment for Literacy Growth and Content Learning in Secondary Schools, William G. Brozo

20. Coaching and Growing Literacy Communities of Practice, Josephine Peyton Marsh, David R. Krauter, Lettice E. Pelotte, & Deborah Gonzalez

Index

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About the Editors

Kathleen A. Hinchman, PhD, is Professor Emerita of Reading and Language Arts Education at Syracuse University. Her scholarship looks at teachers’ and students’ perspectives on literacy instruction and has been widely published in journals and books. A former middle school teacher, Dr. Hinchman has served on the boards of directors of the New York State Reading Association, the Literacy Research Association, and ProLiteracy Worldwide. She is a member of the Reading Hall of Fame.

• All titles by Kathleen A. Hinchman

Heather K. Sheridan-Thomas, EdD, is a retired public school administrator who worked in multiple school districts in and around Ithaca, New York. As a secondary school literacy teacher, she cotaught extensively with subject-area teachers. Dr. Sheridan-Thomas has also been a teacher education professor, most recently teaching literacy across the curriculum for preservice teachers at Ithaca College and elementary social studies methods at the State University of New York at Cortland. Her ongoing service is offered to honor teachers’ expertise and support adolescents’ efforts to be literate, culturally aware, and thoughtful stewards of this planet.

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Contributors

John Almarode, PhD, College of Education, James Madison University, VA

Donna E. Alvermann, PhD, University of Georgia, GA

Jennifer Speyer Baker, MS, Michigan State University’s Tollgate Farm, MI

Fenice B. Boyd, PhD, University of South Carolina, SC

Maneka Deanna Brooks, PhD, Texas State University, TX

William G. Brozo, PhD, George Mason University, VA

Kelly Chandler-Olcott, EdD, SyracuseUniversity, NY

Byeong-Young Cho, PhD,Hanyang University in Seoul, South Korea

Aubrey N. Comperatore, PhD,Habitat for Humanity International, NC

Bryan Ripley Crandall, PhD, Fairfield University, CT

Deborah R. Dillon, PhD, University of Minnesota, Twin Cities, MN

Douglas Fisher, PhD, San Diego State University, CA

Katherine K. Frankel, PhD, Boston University, MA

Nancy Frey, PhD, San Diego State University, CA

Deborah Gonzalez, EdD,Phoenix Elementary School District, AZ

Delicia Tiera Greene, PhD, University at Albany, State University of New York, NY

Cynthia L. Greenleaf, PhD, Senior Research Scientist at WestEd, San Francisco, CA

Leigh A. Hall, PhD,University of Wyoming, WY

Kathleen A. Hinchman, PhD, Syracuse University, NY

Min-Young Kim, PhD,Grand Valley State University in Grand Rapids, MI

David R. Krauter, MA,Literacy Coach, IL

Linda Kucan, PhD, University of Pittsburgh, PA

Julie E. Learned, PhD, University at Albany, State University of New York

Yongjun Lee, PhD, Maehol High School, South Korea

Elizabeth Carol Lewis, PhD, Dickinson College, PA

Cindy Litman, retired at WestEd’s Strategic Literacy Initiative, AK

Josephine Peyton Marsh, PhD,Arizona State University (ASU), AZ

Elizabeth Birr Moje, PhD, University of Michigan, MI

Chelsea Moodie, MS, Georgia State University, GA

Gholnecsar E. Muhammad, PhD, University of Illinois at Chicago, IL

Casey Norton PhD candidate, Minnesota, Twin Cities, MN

David G. O’Brien, PhD (deceased), University of Minnesota, Twin Cities, MN

Lettice E. Pelotte, PhD,Metro Tech High School, Phoenix, AZ

Emily C. Rainey, PhD, University of Pittsburgh, PA

Zaline Roy-Campbell, PhD,Syracuse University, NY

Cynthia Shanahan, EdD, University of Illinois at Chicago, IL

Timothy Shanahan, PhD, University of Illinois at Chicago, IL

Heather K. Sheridan-Thomas, EdD, Retired Public School Administrator,Ithaca, NewYork

Scott Storm, MSEd, New York University, NY

Alfred W. Tatum, PhD, Metropolitan State University of Denver, CO

Codruta Temple, PhD, State University of New York College at Cortland, NY

Andrea L. Tochelli-Ward, PhD,Le Moyne College inSyracuse, NY

Lindsay Woodward, PhD, Drake University in Des Moines, Iowa

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Audience

Teacher educators and students; classroom teachers, coaches, and administrators in grades 5–12.

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Course Use

Serves as a text in advanced undergraduate- or graduate-level courses such as Adolescent Literacy, Disciplinary Literacy, and Reading Instruction with Adolescents.

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Previous editions published by Guilford:

Second Edition, © 2014
ISBN: 9781462515349

First Edition, © 2008
ISBN: 9781593856922

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New to this edition:

• Chapters on new topics: building multicultural classrooms, Black girls’ digital literacies, issues of equity and access, and creating inclusive writing communities.
• New chapters on core topics: academic language, learning from multiple texts, and reading interventions.
• Increased attention to issues of diversity, equity, and inclusion.
• The latest knowledge about adolescents' in- and out-of-school literacies.