Widening the Lens

Drawing on an asset-based approach to adolescents and their literacy practices, this book is a powerful resource for secondary teachers across all content areas. The authors encourage a “widened lens” approach that considers varied perspectives and research findings when engaging in multiple and often competing initiatives, issues, and pedagogies. Using examples from their own and others’ classroom experiences, the authors explore numerous theoretical and practical understandings of literacy to inform classroom instruction. They discuss different theories of literacy instruction and the ways that sociocultural and cognitive approaches to literacy like the Science of Reading and Whole Language can work in concert with each other. Readers will find relevant information about adolescents’ multiliteracies, text selection and complexity, and meeting the needs of diverse learners. With suggested resources, teaching strategies, and discussion questions throughout, this is an ideal text for teacher education courses, professional learning communities, and professionals who want to learn more about how to support adolescents’ literacy development.

Book Features:

• Research-based strategies to improve the reading ability of adolescents.
• Concise descriptions of current literacy approaches commonly referenced in educational policy and the media.
• Application suggestions with scenarios from middle and high school classrooms.
• Guiding questions to help beginning teachers reflect on their own literacy experiences and their adolescent students.
• Tables and a glossary of key terms to support readers’ understanding of complex concepts.

Deborah Vriend Van Duinen is a professor of English Education at Hope College, Holland, MI. Erica R. Hamilton is an associate professor of literacy studies at Grand Valley State University, Allendale, MI.

“Changing one’s mindset is often a challenge, but by using the ‘yes, and’ approach there is a feeling of safety in taking that risk. This book is a much-needed primer for the preservice and secondary teacher who often misjudge or doubt the relevance of literacy in the content areas.”

—Teachers College Record

“The authors use their widened lens metaphor to describe three key approaches: science of reading, whole language, and balanced literacy. Their descriptions help readers situate themselves in the field and determine which parts of each approach will best serve their students…. This is a book I wish I had owned as a preservice teacher and in my early years of teaching, and it is a book I’m excited to share with the teachers I work with now.”
— From the Foreword by Julie Bell, associate professor of teacher education, University of Nebraska at Omaha

“This timely book provides an integrated, multifaceted approach to adolescent literacy instruction. Chock full of strategies for preservice and beginning educators, the authors create a much-needed guide for navigating the complexities of adolescent literacy, including skill development, engagement and motivational factors, as well as disciplinary demands that cross subject areas.”
—Hiller A. Spires, executive director and professor emerita, North Carolina State University

Contents

Foreword Julie Bell  xi

Acknowledgments  xv

Introduction  1
Adolescent Literacy  2
Theories  2
A Widened Lens Metaphor and a “Yes, And” Approach  3

1.  Concepts, Definitions, and Beliefs  7
Literacy  7
Literacy Instruction  9
(Re)Defining Adolescence and Adolescents  10
(Re)Defining Adolescent Literacy  13
“Yes, And” Approach  14
Moving Forward  25

2.  Adolescents’ Literacy Skills  27
Three Approaches to Literacy Instruction  28
Reading and Writing Skills  31
Developing and Supporting Adolescents’ Reading and Writing Proficiency  41
“Yes, And” Approach to Adolescents’ Reading and Writing Skills  43
Moving Forward  44

3.  Adolescents’ Literacy Contexts and Practices  45
Context  46
Literacy in Context  46
Adolescents’ Literacy Practices in Context  53
Acknowledging and Valuing Adolescents’ Literacy Contexts and Practices  55
Integrating Adolescents’ Literacy Contexts and Practices  57
“Yes, And” Approach to Adolescents’ Literacy Contexts and Practices  59
Moving Forward  60

4.  Identifying and Using Texts  61
Identifying Texts  61
Considering the Complexity of Texts  64
Using Texts for Instructional Purposes  73
“Yes, And” Approach to Identifying and Using Texts  76
Moving Forward  77

5.  Literacy Strategies Across Subject Areas  79
Literacy Skill Development  79
Using Literacy Strategies to Support Adolescents’ Literacy Skill Development  83
Using Literacy Strategies for Instructional Purposes  93
“Yes, And” Approach to Using Literacy Strategies Across Subject Areas  96
Moving Forward  97

6.  Disciplinary Literacy Instruction  99
Disciplinary Literacy  99
Disciplinary Literacy Instruction  101
“Yes, And” Approach to Disciplinary Literacy Instruction and Literacy Strategies  113
Moving Forward  114

Conclusion  117
Key Takeaways: “Yes, And” Considerations  118
Moving Forward  119

References  121

Index  131

About the Authors  137