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.

“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

Contents (Tentative)

Foreword

Acknowledgments

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

1. Concepts, Definitions, and Beliefs
Literacy
(Re)Defining Adolescence and Adolescents
(Re)Defining Adolescent Literacy
“Yes, And” Approach
Moving Forward

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

3. Adolescents’ Literacy Contexts and Practices
Context
Literacy in Context
Adolescents’ Literacy Practices in Context
Acknowledging and Valuing Adolescents’ Literacy Contexts and Practices
Integrating Adolescents’ Literacy Contexts and Practices
“Yes, And” Approach to Adolescents’ Literacy Contexts and Practices
Moving Forward

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

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

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

Conclusion
Key Take-Aways: “Yes, And” Considerations
Moving Forward

References

Index

About the Authors