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Batchelor, Katherine E. – Journal of Adolescent & Adult Literacy, 2019
The author shares three preservice teachers' linked text sets, including young adult literature and other media forms, and their critiques of the linked text sets, centering on a self-selected social justice topic: racism and the importance of the Black Lives Matter movement, rape culture, and ending the stigma behind mental health. The author…
Descriptors: Preservice Teachers, Social Justice, Advocacy, Individual Power
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Brown, Clara Lee; Schell, Robin; Ni, Mei – Journal of Adolescent & Adult Literacy, 2019
The authors showcase critical, participatory literacy as a motivator for English learners' literacy development. The urban middle school English learners reported in this narrative metamorphosed from reluctant to empowered writers when they inserted themselves into the local politics of school district zoning. Their investment in the zoning issue…
Descriptors: English Language Learners, Critical Literacy, Middle School Students, Urban Schools
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Christensen-Branum, Lezlie; Strong, Ashley; Jones, Cindy D'On – Journal of Adolescent & Adult Literacy, 2019
The ubiquity of written argument in academic contexts has underscored the importance of effective argument evaluation and writing pedagogies. Teachers can improve students' argumentation proficiency by intentionally addressing myside bias, the propensity to support arguments with which one preemptively agrees while selectively ignoring…
Descriptors: Bias, Persuasive Discourse, Writing (Composition), Writing Instruction
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Hobbs, Renee; Coiro, Julie – Journal of Adolescent & Adult Literacy, 2019
The authors introduce readers to three design features of the University of Rhode Island's Summer Institute in Digital Literacy, a 42-hour, weeklong professional learning experience in digital literacy for educators, librarians, college faculty, and other adult learners. The program is explicitly designed to promote reflection on one's motivations…
Descriptors: Computer Literacy, Institutes (Training Programs), Summer Programs, Professional Development
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Staurseth, Hanne Egenaes; Håland, Anne – Journal of Adolescent & Adult Literacy, 2019
Graphical representations are frequently used but normally not explicitly taught in social studies. The authors explore how to utilize the often unused potential of disciplinary graphical representations in student writing by offering insight into a Norwegian ninth-grade classroom where students were scaffolded to use such representations. The…
Descriptors: Grade 9, Visual Aids, Social Studies, Writing Skills
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Korobkova, Ksenia A.; Collins, Penelope – Journal of Adolescent & Adult Literacy, 2019
The authors explored adolescents' literacy practices and identities on newly popular story-sharing platforms. For budding readers, writers, and designers, these sites represent new media ecologies. With a mixed-method case study of 40 globally dispersed adolescents, the authors chronicled literacy roles, identity stances, and practices on the…
Descriptors: Adolescents, Literacy, Story Telling, Identification (Psychology)
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Behizadeh, Nadia – Journal of Adolescent & Adult Literacy, 2019
The author analyzed an attempt to increase authenticity of writing in a middle school English language arts classroom. Drawing on a grounded theory of authenticity developed based on stated needs of a diverse group of students, the author and classroom teacher designed curriculum that sought to help students choose a valued topic, emphasize…
Descriptors: Writing (Composition), Middle School Students, English Curriculum, Personal Narratives
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Sailors, Misty; Hoffman, James V. – Journal of Adolescent & Adult Literacy, 2019
The work of the authors as teacher educators spans contexts (in the United States and Southern Africa) that share both similarities and differences. In both contexts, the authors, as a team of teacher educators, seek out ways to improve the experiences that they offer beginning teachers in programs. In this commentary, the authors review the…
Descriptors: Foreign Countries, Preservice Teacher Education, Teacher Education Programs, Experiential Learning
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Burns, Leslie David; Faris, Amber; Melino, Flor; Turner, Wendy; Wheatley, Abigail – Journal of Adolescent & Adult Literacy, 2019
Abstract The authors illustrate how literacy and language arts teachers work with students to help them act and engage as agents in and beyond school. The authors demonstrate how teachers design environments for learning and practice and how young people use resulting skills and motivations intentionally as a result of their experiences in those…
Descriptors: Language Arts, Literacy, Teaching Methods, Learner Engagement
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Seltzer, Kate – Journal of Adolescent & Adult Literacy, 2019
The author describes a literacy activity that took place in an 11th-grade English language arts classroom: student-created role-play. Through a discussion of two such role-plays, the author explores how these performances illustrate students' engagement with raciolinguistic ideologies that marginalize certain speakers through the simultaneous…
Descriptors: Literacy, Grade 11, Language Arts, Role Playing
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Krishnan, Jenell; Yim, Soobin; Wolters, Alissa; Cusimano, Andrew – Journal of Adolescent & Adult Literacy, 2019
Online synchronous collaborative writing (SCW) is ubiquitous among youths and has found its way into many secondary English language arts classrooms. Yet, to maximize the affordances of online SCW, teachers need a synthesis of contemporary, evidence-based practices for how to support students during this form of writing. The purpose of this…
Descriptors: Collaborative Writing, Secondary School Students, Language Arts, Educational Technology
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Lee, Vera J.; Meloche, Alysha; Grant, Allen; Neuman, Delia; Tecce DeCarlo, Mary Jean – Journal of Adolescent & Adult Literacy, 2019
The authors analyzed the multimodal presentation of one student in a seventh-grade social studies class situated in an urban charter school in the Northeastern United States. The student researched a specific problem that existed in his community and located solutions using web-based sources. The authors analyzed the student's classwork, focus…
Descriptors: Grade 7, Social Studies, Urban Schools, Charter Schools
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Larson, Joanne; Morris, Timothy; Shaw, Kristen – Journal of Adolescent & Adult Literacy, 2019
The authors explore how the use of sarcasm in an urban high school English classroom fostered critical language awareness and positive relationships among diverse classroom participants. The guiding research question was, What were the social-pedagogical functions of sarcasm in this classroom? Drawing on interactional sociolinguistics and…
Descriptors: Speech Acts, Metalinguistics, Urban Schools, High School Students
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Wrenn, Melissa; Reed, Adam – Journal of Adolescent & Adult Literacy, 2019
In this qualitative study, the authors investigated seventh- and eighth-grade students' participation in an elective civics course focused on the 2016 U.S. presidential election. The researcher and classroom teacher collaborated to embed literacy strategies into his curriculum in this design-based research study. The intervention cycle was…
Descriptors: Grade 7, Grade 8, Civics, Presidents
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Zapata, Angie; Van Horn, Selena; Moss, Daryl; Fugit, Misha – Journal of Adolescent & Adult Literacy, 2019
The authors (two classroom teacher researchers and two university researchers) explore the potential of improvisational teaching for justice-oriented literacy instruction with adolescent youths. In the aftermath of racial unrest and student activism at the University of Missouri and when faced with the emerging confusions among students in…
Descriptors: Teaching Methods, Social Justice, Literacy, Adolescents
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