Adolescent Literacy, Field Tested
Best Literacy Practices for Secondary English Language Arts Classrooms
Pamela Sissi Carroll
Rachel De Luise
This chapter draws attention to the fact that today's adolescent learners are effective users of language outside the classroom, but that the forms and vehicles they use to communicate are not often ones that are valued in classrooms. Drawing on the National Council of Teachers of English definition of “21st century literacies” (2008) and Judith Langer's research regarding effective literacy instruction (2002), the authors suggest practices they have found useful in meeting the challenge, in their words, of “bringing in-out-of-school literacies into the school setting, where they can be practiced, developed, and valued.” Ideas include the purposeful use of Facebook, text messaging, iPods, American Black Vernacular in podcasts, and digital story telling.
Carroll, P., De Luise, R., & Howard, T. (2009).
Best Literacy Practices for Secondary English Language Arts Classrooms.
In S.R. Parris, D. Fisher, & K. Headley (Eds.), Adolescent Literacy, Field Tested (pp. 94-104). Newark, DE: International Reading Association.