Socially Responsible Literacy: Teaching Adolescents for Purpose and Power
This book offers a new vision for teaching literacy to adolescents that moves beyond reading for its own sake and toward reading as a way to motivate students to connect with their world. The authors draw on the voices of adolescent readers to discover how teachers can encourage their students to explore their identities, face injustices, and contribute to their communities. Readers learn how to incorporate the core issues of a socially responsible pedagogy into their own curricula to support strong literacy skills across the content areas. Each chapter includes reflection questions that move the reader toward personal and professional development, along with classroom applications that provide specific strategies and ideas for engaging literacy projects. This dynamic book: Outlines a socially responsible pedagogy that will assist teachers in creating meaningful experiences to motivate even the most disengaged students, takes a critical approach to teaching and learning that recognizes the importance of explicitly addressing issues of power and identity, examines effective school-wide models that promote a climate of responsibility toward the larger society.
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academic identities academic language academic literacy achievement achievement gap action research adolescent identity adolescent literacy Afflerbach Alvermann American approach assessment authentic assessment become behaviors capacity chapter citizens classism cognitive community of inquiry context create critical literacy critical pedagogy critique cultural curriculum describe discourse economic engage evaluate evidence-based example experiences explore focus gender global groups high school high-stakes testing identity development ideology improve justice-oriented knowledge learners LGBT literacy development literacy pedagogy literacy skills literary theory means metacognitive strategies middle and high motivation NAEP National National Governors Association one’s participation peers performance perspectives Pintrich political Press proficient questions race readers reflect relationships role self-efficacy self-efficacy beliefs self-regulated learning socially responsible classroom socially responsible literacy socially responsible pedagogy standards standards-based strategies students learn task teach students teachers and students teaching and learning thinking tion understanding voices writing instruction writing-to-learn York