Essential questions in adolescent literacy: teachers and researchers describe what works in classrooms

Abstract

Part I: Getting Personal: Connecting Adolescent Literacy Instruction with Students' Lived Experiences. Lewis, Jones, How Can What We Know about Adolescent Learners Be Used to Benefit Our Literacy Instruction? Dahbany, McFadden, How Can Motivation and Self-Efficacy Theory Inform Adolescent Literacy Teaching Practices? Kist, Ryan, How Can Adolescents' Literacies Outside of School Be Brought into the Classroom? Harper, Mitchell, Adolescent Literacy and Democratic Life: What's Politics Got to Do with It? Part II: Connecting Adolescent Literacy Instruction to Students' Personal Goals. Lewis, Reader, How Can We Help Adolescent Readers Meet the Challenges of Academic Text? Ehlers-Zavala, Azcoitia, How Can Teachers Help Adolescent English Language Learners Attain Academic Literacy? Falk-Ross, Hurst, How Can We Use Adolescents' Language and Classroom Discourse to Enhance Critical Thinking Practices? Nichols, Rupley, Kiser, How Can Vocabulary Instruction Be Made an Integral Part of Learning in Middle and High School Classrooms? How Does Creative Content-Area Teaching in Cyberspace and Multimedia Settings. Bean, Walker, Wimmer, Dillard, Work with Adolescents? Wolsey, Kelsey, How Can We Help Adolescents Think about Content through Writing? Birdyshaw, Hoffman, How Can Content-Area Teachers Differentiate Instruction for Their Students to Improve Student Learning? Gillis, Haltiwanger, Dillingham, Ficklin, Davis, How Can Assessment Evaluate Student Learning, Inform Instruction, and Promote Student Independence? Part III: Building School Communities for Adolescent Literacy Instruction. Bean, Carroll, What Do Middle Grades and High School Teachers Need to Know about Literacy Coaching? Mason, Ippolito, What is the Role of the Reading Specialist in Promoting Adolescent Literacy?