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https://en.wikipedia.org/wiki/Donna_Alvermann

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DONNA E. ALVERMANN ON SIMONE DE BEAUVOIR

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DONNA E. ALVERMANN ON SIMONE DE BEAUVOIR

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https://grandparentsofmedialiteracy.com/read-chapter-12

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http://www.becoming3lectric.com/

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Except where otherwise noted as © by the authors, content on this site is licensed under .

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https://uga.academia.edu/DonnaAlvermann

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Papers

English Teaching: Practice and Critique, Dec 1, 2008

ABSTRACT: This exploratory analysis examines the text selection practices of four pairs of pre-se... more ABSTRACT: This exploratory analysis examines the text selection practices of four pairs of pre-service and in-service teachers during a course on content area reading instruction in English language arts. Each pair independently negotiated responsibilities for selecting the texts used in a series of four lessons. Results of this analysis identify several factors in the process of text selection that may influence the kinds of texts teachers choose for their classrooms, including teacher knowledge of texts, access to texts, and institutional ...

journal of Adolescent & Adult Literacy, 2017

If as literacy educators we are to be successful brokers of our own destinies and those of our st... more If as literacy educators we are to be successful brokers of our own destinies and those of our students in mat- ters of policy and practice, we have to communicate in clear and consistent language. Currently, the M word (multiliteracies) is often conflated with its so-called near synonyms—multimodal reading and writing, new literacies, digital literacies, and multiple literacies—an issue that needs rectifying.

An academic directory and search engine.

Taylor & Francis

Page 1. The Journal of the College Reading Association READING WORLD CO-EDITORS R. Scott Baldwin ... more Page 1. The Journal of the College Reading Association READING WORLD CO-EDITORS R. Scott Baldwin John E. Readence University of Miami Louisiana State University EDITORIAL ADVISORY BOARD Donna E. Alvermann Jerry L. Johns University of Georgia Northern Illinois University Jay S. Blanchard Lea M. McGee Texas Tech University Louisiana State University William E. Blanton Sharon A. Moore Appalachian State University University of Northern Iowa ...

Adolescents' online literacies: Connecting classrooms, digital media, & popular culture, Apr 15, 2010

&amp;amp;quot; It&amp;amp;#x27;s not our hip hop,&amp;amp;quot; my old college roommate told me a... more &amp;amp;quot; It&amp;amp;#x27;s not our hip hop,&amp;amp;quot; my old college roommate told me as he described how today&amp;amp;#x27;s adolescents participate in hip hop with their readily available digital technologies. Up to this point in our conversation we had been&amp;amp;quot; talking hip hop&amp;amp;quot; much like we had done 10 years ago in the living room of our apartment. Our conversations back then often centered on the dynamic world of hip hop music. In those days we had endless discussions on every conceivable detail of the hip hop music of which we were both intense fans. The topics ...

NASSP Bulletin, 1998

~~ J~/(1991), she described adolescents as one of the most maligned VV and disrespected minoritie... more ~~ J~/(1991), she described adolescents as one of the most maligned VV and disrespected minorities in the United States. Her book exam-ined the lives of a handful of troubled teenagers in Bergenfield, NJ, follow-ing the suicide pact deaths of four of their classmates. These adolescents felt both anger and a deep sense of alienation from their home, school, and com-munity life. In the wake of the recent outbreak of violence on middle and high school campuses, the issues of anger and alienation that Gaines exam-ined nearly a ...

Popular Culture in the Classroom, 2018

Despite good intentions, reform-minded schools in the United States are coming togripswiththeposs... more Despite good intentions, reform-minded schools in the United States are coming togripswiththepossibility thattraditionalschoolcultureismaking struggling readers out of some youth, especially the ones whohave turned theirbacksonaversionofreadingandwritingco...-demic literacy. Why might thisbe the case? I argued elsewhere (Alvermann, 2001) thatintheirefforttoraisethebarbyimplementing...—a noteworthy goal by most people&amp;amp;amp;amp;amp;amp;amp;amp;amp;#x27;s reasoning—schools are promoting certainnormativewaysofreadingtextsthatmay... students they are trying to help. The practice of constructing certain types of readers as “ ...

Pedagogies: An International Journal, Oct 2, 2014

Journal of Adolescent & Adult Literacy, 2017

This department column is a venue for thoughtful discussions of contemporary issues dealing with ... more This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies.

Choice Reviews Online, 2003

Copyright© 2002 by Barbara J. Guzzetti All rights reserved. No part of this publication may be re... more Copyright© 2002 by Barbara J. Guzzetti All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of ...

Choice Reviews Online, 1999

Encyclopedia of Educational Philosophy and Theory, 2016

Journal of Adolescent Adult Literacy, May 1, 2015

Curriculum and Instruction Master index for this series.

NOTE: Please cite this chapter as follows: Alvermann, DE (2012). Is there a place for popular cul... more NOTE: Please cite this chapter as follows: Alvermann, DE (2012). Is there a place for popular culture in curriculum and classroom instruction?[The point position]. In AJ Eakle (Ed.), Curriculum and Instruction (Volume 2, pp. 214-220, 227-228).[Volume 2 is part of the series, Debating issues in American education (CJ Russo &amp; AG Osborne, Jr., General Eds.).] Thousand Oaks, CA: Sage. Is There a Place for Popular Culture in Curriculum and Classroom Instruction? POINT Donna E. Alvermann The University of Georgia Introduction ...

Quality Research in Literacy and Science Education

What goes around, comes around is a maxim that seemingly applies more and more often to the curre... more What goes around, comes around is a maxim that seemingly applies more and more often to the current debate in the United States over what constitutes the scientific label in education research. At the time of writing this chapter, the No Child Left Behind Act of 2001 (NCLB, 2002), which calls for, among other things, scientifically based reading methods and materials, is up for reauthorization. With it have come challenges to the federal government&amp;amp;amp;amp;amp;amp;amp;#x27;s role in legislating what counts as scientifically valid research through the Education ...

Theory Into Practice, 2011

English Teaching: Practice and Critique, Dec 1, 2008

ABSTRACT: This exploratory analysis examines the text selection practices of four pairs of pre-se... more ABSTRACT: This exploratory analysis examines the text selection practices of four pairs of pre-service and in-service teachers during a course on content area reading instruction in English language arts. Each pair independently negotiated responsibilities for selecting the texts used in a series of four lessons. Results of this analysis identify several factors in the process of text selection that may influence the kinds of texts teachers choose for their classrooms, including teacher knowledge of texts, access to texts, and institutional ...

journal of Adolescent & Adult Literacy, 2017

If as literacy educators we are to be successful brokers of our own destinies and those of our st... more If as literacy educators we are to be successful brokers of our own destinies and those of our students in mat- ters of policy and practice, we have to communicate in clear and consistent language. Currently, the M word (multiliteracies) is often conflated with its so-called near synonyms—multimodal reading and writing, new literacies, digital literacies, and multiple literacies—an issue that needs rectifying.

An academic directory and search engine.

Taylor & Francis

Page 1. The Journal of the College Reading Association READING WORLD CO-EDITORS R. Scott Baldwin ... more Page 1. The Journal of the College Reading Association READING WORLD CO-EDITORS R. Scott Baldwin John E. Readence University of Miami Louisiana State University EDITORIAL ADVISORY BOARD Donna E. Alvermann Jerry L. Johns University of Georgia Northern Illinois University Jay S. Blanchard Lea M. McGee Texas Tech University Louisiana State University William E. Blanton Sharon A. Moore Appalachian State University University of Northern Iowa ...

Adolescents' online literacies: Connecting classrooms, digital media, & popular culture, Apr 15, 2010

&amp;amp;quot; It&amp;amp;#x27;s not our hip hop,&amp;amp;quot; my old college roommate told me a... more &amp;amp;quot; It&amp;amp;#x27;s not our hip hop,&amp;amp;quot; my old college roommate told me as he described how today&amp;amp;#x27;s adolescents participate in hip hop with their readily available digital technologies. Up to this point in our conversation we had been&amp;amp;quot; talking hip hop&amp;amp;quot; much like we had done 10 years ago in the living room of our apartment. Our conversations back then often centered on the dynamic world of hip hop music. In those days we had endless discussions on every conceivable detail of the hip hop music of which we were both intense fans. The topics ...

NASSP Bulletin, 1998

~~ J~/(1991), she described adolescents as one of the most maligned VV and disrespected minoritie... more ~~ J~/(1991), she described adolescents as one of the most maligned VV and disrespected minorities in the United States. Her book exam-ined the lives of a handful of troubled teenagers in Bergenfield, NJ, follow-ing the suicide pact deaths of four of their classmates. These adolescents felt both anger and a deep sense of alienation from their home, school, and com-munity life. In the wake of the recent outbreak of violence on middle and high school campuses, the issues of anger and alienation that Gaines exam-ined nearly a ...

Popular Culture in the Classroom, 2018

Despite good intentions, reform-minded schools in the United States are coming togripswiththeposs... more Despite good intentions, reform-minded schools in the United States are coming togripswiththepossibility thattraditionalschoolcultureismaking struggling readers out of some youth, especially the ones whohave turned theirbacksonaversionofreadingandwritingco...-demic literacy. Why might thisbe the case? I argued elsewhere (Alvermann, 2001) thatintheirefforttoraisethebarbyimplementing...—a noteworthy goal by most people&amp;amp;amp;amp;amp;amp;amp;amp;amp;#x27;s reasoning—schools are promoting certainnormativewaysofreadingtextsthatmay... students they are trying to help. The practice of constructing certain types of readers as “ ...

Pedagogies: An International Journal, Oct 2, 2014

Journal of Adolescent & Adult Literacy, 2017

This department column is a venue for thoughtful discussions of contemporary issues dealing with ... more This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies.

Choice Reviews Online, 2003

Copyright© 2002 by Barbara J. Guzzetti All rights reserved. No part of this publication may be re... more Copyright© 2002 by Barbara J. Guzzetti All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of ...

Choice Reviews Online, 1999

Encyclopedia of Educational Philosophy and Theory, 2016

Journal of Adolescent Adult Literacy, May 1, 2015

Curriculum and Instruction Master index for this series.

NOTE: Please cite this chapter as follows: Alvermann, DE (2012). Is there a place for popular cul... more NOTE: Please cite this chapter as follows: Alvermann, DE (2012). Is there a place for popular culture in curriculum and classroom instruction?[The point position]. In AJ Eakle (Ed.), Curriculum and Instruction (Volume 2, pp. 214-220, 227-228).[Volume 2 is part of the series, Debating issues in American education (CJ Russo &amp; AG Osborne, Jr., General Eds.).] Thousand Oaks, CA: Sage. Is There a Place for Popular Culture in Curriculum and Classroom Instruction? POINT Donna E. Alvermann The University of Georgia Introduction ...

Quality Research in Literacy and Science Education

What goes around, comes around is a maxim that seemingly applies more and more often to the curre... more What goes around, comes around is a maxim that seemingly applies more and more often to the current debate in the United States over what constitutes the scientific label in education research. At the time of writing this chapter, the No Child Left Behind Act of 2001 (NCLB, 2002), which calls for, among other things, scientifically based reading methods and materials, is up for reauthorization. With it have come challenges to the federal government&amp;amp;amp;amp;amp;amp;amp;#x27;s role in legislating what counts as scientifically valid research through the Education ...

Theory Into Practice, 2011

Popular Culture in the Classroom is a book written for teachers, researchers, and theorists who ... more Popular Culture in the Classroom is a book written for teachers,
researchers, and theorists who have grown up in a world radically  different from that of the students they teach and study.

By embracing a rapidly changing digital world, the so-called millennial adolescent is proving qui... more By embracing a rapidly changing digital world, the so-called millennial adolescent is proving quite adept at breaking down age-old distinctions among
disciplines, between high- and low-brow media culture, and within print and digitized text types. Adolescents and Literacies in a Digital World explores the
significance of digital technologies and media in youth's negotiated approaches to making meaning within a broad array of self-defined literacy practices.
Organized around a series of case studies, this book blends theories of an attention economy, generational differences, communication technologies, and
neoliberal enactive texts with actual accounts of adolescents' use of instant messaging, shape-shifting portfolios, critical inquiry, and media production.
"Truly a far-reaching scholarly book which offers readers an array of cases, conversations, and coinages that can only help schools take the measure in
the best educational sense, of the brave new culture, the new literacy, of this digital age." (John Willinsky, University of British Columbia)

"This is exciting volume brings together forward-thinking literacy scholars and educators to think about the impact of digital technologies on the changing
nature of literacy and adolescence. The writing is engaging and maintains a steady focus in both conceptual frameworks and innovative teaching
approaches. This is compulsory reading for educators who wish to move beyond the old literacy and technology debates and engage instead with new
ideas such as shape-shifting practices, attention economy, millennials, digital détente, cross-generational literacies, and zines. It is an important
sociocultural perspective on working with adolescents in the new millennium." (Barbara Kamler, Deakin University, Melbourne, Australia)

Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture is a co... more Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture is a compilation of new research that makes concrete connections between what the research literature portrays and what teachers, school librarians, and media specialists know to be the case in their own situations.
The authors (educators and researchers who span three continents) focus on ways to incorporate and use the digital literacies that young people bring to school. Connections are made between youth's everyday literacy practices with 21st century texts, digital media, and learning in classrooms and library media centers.

In his afterword, Kevin Leander (Vanderbilt University) states: "The chapters in this book move in exciting directions for literacy pedagogy and unsettle many of our assumptions about teaching and learning with new literacies" (p. 203).

"The sixth edition of this landmark reference represents classic and trend-setting scholarship th... more "The sixth edition of this landmark reference represents classic and trend-setting scholarship that is among the best in the field. Through careful evaluation of reader surveys and focus groups, the editors have extended the book’s reach into domains of research and instruction that affect practitioners, graduate students, literacy teacher educators, and researchers.
Over half of the chapters in this edition are new to Theoretical Models and Processes of Reading, and eight of these new chapters were specially commissioned for this volume. Twenty percent of the chapters from previous editions have been revised by their authors to reflect current research and instructional developments in the field. Questions for Reflection accompany each chapter to assist readers in transforming their current knowledge base through discussion and deeper thinking about theory, research, and instruction."

Like previous editions, the third edition of Reconceptualizing the Literacies in Adolescents’ Liv... more Like previous editions, the third edition of Reconceptualizing the Literacies in Adolescents’ Lives invites middle- and high-school educators to move toward a broad, generative view of adolescent literacies. Recognizing that digital media, social networking phenomena are now central in adolescents’ lives, what is different is the focus in this edition on bridging students’ everyday literacies and subject matter learning. Four chapters from earlier editions serve as touchstone texts, honoring youth’s diverse experiences and illustrating how young people’s literacies are enacted, situated, and mediated in various locales; nine new chapters consider how these themes are lived in today’s schools and in the rapidly changing world outside of school
This edition features heightened attention multimodal meaning construction, more discussion of practical implications of the ideas presented, and co-authored teacher commentaries at the end of each section. A Companion Website, new for this edition, facilitates practical application of the text’s key ideas, with discussion questions, and links to instructional activities, blogs, additional readings and viewings, and interactive web pages, and videos.

The Seventh Edition takes into account the new 21st century literacies and the disciplinary liter... more The Seventh Edition takes into account the new 21st century literacies and the disciplinary literacies associated with vocabulary development and comprehension, particularly those known to cause difficulty in the different subject areas. Also addresses classroom-tested and research-based teaching and learning strategies to use in all core areas (e.g., math, science, English/language arts, social sciences) have been included in all chapters. In addition, current trends in technology and multimedia use have been highlighted as well as ideas for increasing students’ motivation to learn (e.g., engaging them in more in-depth learning of content) and developing their sense of self-efficacy).

Students’ backpacks bulge not just with oversize textbooks, but with paperbacks, graphic novels, ... more Students’ backpacks bulge not just with oversize textbooks, but with paperbacks, graphic novels, street lit, and electronics such as ipods and hand-held video games. This book is about unpacking those texts to explore previously unexamined assumptions regarding their usefulness to classroom learning. With a strong theoretical grounding and many practical examples, the authors speak to both skeptical instructors who favor traditional canonical literature and to technology enthusiasts who already use popular music or video in their classrooms. Each chapter includes teacher, administrator, media specialist, librarian, and student voices, classroom activities, adaptable lessons, and professional study-group questions.
Bring It to Class features:
• A researched rationale for using pop culture in middle school and secondary classrooms as well as school libraries and media centers.
• Field-tested teaching approaches that will connect adolescents with school-based learning and motivate their literacy practices in and out of class.
• An easy-to-use format that includes classroom vignettes, sample lessons, and a glossary of key terms.

—From the Foreword by Kylene Beers, President, National Council of Teachers of English (NCTE):
“All students—not just the ones who struggle to read, but all students—will benefit from the critical, evaluative, collaborative, and creative thinking activities in this book…. Bring It to Class offers a ‘how-to’ guide about new ways to educate that offer new results. It helps us develop the multiple, dynamic, and malleable literacies our students need. It is a guide on the uncharted waters of this flat world, one I’m glad to hold close.”

Despite efforts by educators and policy makers during the past several decades, certain groups of... more Despite efforts by educators and policy makers during the past several decades, certain groups of students (primarily English language learners and students from low-income homes) continue to underperform on commonly used measures of academic achievement. Addressing critical issues related to pre-adolescent and adolescent literacy learners with a focus on closing the achievement gap, this book is essential reading for those involved in teaching and setting policy for literacy education in grades 4 through 12.

This is an uinpublished curriculum vitae

, gathering information from people who share similar values is easy and can offer a sense of con... more , gathering information from people who share similar values is easy and can offer a sense of connectedness. Camaraderie aside, social media texts can also mask or make incomprehensible the very facts needed to think critically about life’s choices in a digital culture that tolerates “fakeness” in its various disguises. Teaching for critical inquiry is a necessity, and it is for this purpose that I first introduce three key terms, which at first glance may seem common enough, but on further inspection bear unpacking in order to ensure a relevant context for their use throughout. Second, I interject research findings on social media texts that have analogs in recently enacted legislation and court- derived policies. Finally, I draw implications for both research and policy that apply to teaching critical inquiry in a post-factual era.

In previous columns for this department, my focus was on remixing policy and practice as a way to... more In previous columns for this department, my focus was on remixing policy and practice as a way to make room for ideas generated by literacy educators for literacy educators. At stake was the premise that unless we act as brokers of our own destinies and those of our students, we risk letting various economic, social, cultural, and historical forces roll over us, taking us in directions we'd rather not go. That theme survives, but with a slightly different twist in this column—one in which policy is less visible but nonetheless present in a reading culture that has traditionally assumed the superiority of reading over writing.

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Donna Alvermann | The University of Georgia - Academia.edu

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Academia.edu is a place to share and follow research.

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https://www.youtube.com/watch?v=TQFGJkOBANY

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Global Conversations in Literacy Research

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Donna Alvermann - A Critical Untangling of Adolescents’ Literacy Practices and Popular Culture

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https://www.amazon.com/Donna-E.-Alvermann/e/B000APGJB4%3Fref=dbs_a_mng_rwt_scns_share

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1. $74.99

Kindle Edition

2. $102.69

Kindle Edition

3. $36.90

Kindle Edition

4. $26.55

Kindle Edition

5. $46.95

Kindle Edition

6. $28.99

Kindle Edition

7. $50.30

Kindle Edition

8. $78.46

Kindle Edition

9. $26.31 for semester rental

Paperback

10. $99.99

Hardcover

11. $5.00

Hardcover

12. $3.59

Hardcover

Author Updates

Titles By Donna E. Alvermann

$74.99

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book.

A focus on learning content through discipline-appropriate literacy practices, a strong emphasis on writing, and a current look at the use of media in teaching are hallmarks of the new edition of this widely popular text. Throughout, middle and secondary school teachers get a readable presentation of discipline-appropriate literacy practices and examples and adaptions of selected strategies. Set up to ensure comprehension, the chapters link to the Learning Cycle presented in the beginning of the book, graphic organizers help readers navigate chapter content, and questions, summaries, vignettes, and examples make the concepts clear. This edition of Content Area Reading and Literacy features three full chapters focusing on writing instruction, integrates culture and diversity throughout, and expands or reemphasizes important topics, such as life-long readers and learners beyond the printed text, close and critical reading in discipline-appropriate ways, evidence-based writing, and multimodal texts.

$102.69

The Seventh Edition of this foundational text represents the most comprehensive source available for connecting multiple and diverse theories to literacy research, broadly defined, and features both cutting-edge and classic contributions from top scholars. Two decades into the 21st century, the Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports in earlier volumes; and most notably, contemporary literacy models and processes enhance and extend earlier theories of reading and writing. Providing a tapestry of models and theories that have informed literacy research and instruction over the years, this volume’s strong historical grounding serves as a springboard from which new perspectives are presented. The chapters in this volume have been selected to inspire the interrogation of literacy theory and to foster its further evolution. This edition is a landmark volume in which dynamic, dialogic, and generative relations of power speak directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Some additional archival essays from previous editions are available on the book’s eResource.

New to the Seventh Edition:

Features chapters on emerging and contemporary theories that connect directly to issues of power and contrasts new models against more established counterparts.

New chapters reflect sweeping changes in how readers and writers communicate in a digital era.

Slimmer volume is complemented by some chapters from previous editions available online.

$36.90

Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.

$26.55

Students’ backpacks bulge not just with oversize textbooks, but with paperbacks, graphic novels, street lit, and electronics such as iPods and handheld video games. This book is about unpacking those texts to explore previously unexamined assumptions regarding their usefulness to classroom learning. With a strong theoretical grounding and many practical examples, the authors speak to both skeptical instructors who favor traditional canonical literature and to technology enthusiasts who already use popular music or video in their classrooms. Each chapter includes teacher, administrator, media specialist, librarian, and student voices; classroom activities; adaptable lessons; and professional study-group questions.

Bring It to Class features:

A researched rationale for using pop culture in middle school and secondary classrooms as well as school libraries and media centers.

Field-tested teaching approaches that will connect adolescents with school-based learning and motivate their literacy practices in and out of class.

An easy-to-use format that includes classroom vignettes, sample lessons, and a glossary of key terms.

Margaret C. Hagood teaches courses in 21st-century literacies in the Department of Teacher Education at the College of Charleston. Donna E. Alvermann is a distinguished research professor in Language and Literacy Education at the University of Georgia. Alison Heron-Hruby is an assistant professor of English education at George Mason University.

“All students—not just the ones who struggle to read, but all students—will benefit from the critical, evaluative, collaborative, and creative thinking activities in this book…. Bring It to Class offers a ‘how-to’ guide about new ways to educate that offer new results.”

—From the Foreword by Kylene Beers, president, National Council of Teachers of English (NCTE)

“Bring It to Class is just what English teachers need to build confidence using new instructional approaches, as it offers fresh and engaging strategies for meeting students where they live!”

—Renee Hobbs, founder, Media Education Lab, Temple University

“A must-read for teacher educators who have a responsibility to prepare present and future teachers to deliver instruction that capitalizes on their students’ rich, diverse experiences with popular culture texts.”

—Shelley Hong Xu, California State University, Long Beach

$46.95

This book is written for teachers, researchers, and theorists who have grown up in a world radically different from that of the students they teach and study. It considers the possibilities involved in teaching critical media literacy using popular culture, and explore what such teaching might look like in your classroom.
Published by International Reading Association

$28.99

This revised edition of Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture features a variety of digital tools for humanizing pedagogy. For example, the book examines numerous artistic representations of young people’s self-selected graphic novels and fan fiction as part of an in-class multi-genre unit on fandom. This edition makes concrete connections between what the research portrays and what teachers, school librarians, and school media specialists know to be the case in their interactions with young people at the middle and high school level. The contributors of these chapters – educators, consultants, and researchers who span two continents – focus on ways to incorporate and use the digital literacies that young people bring to school.

$50.30

This book presents an evidence-based framework for understanding the literacy needs of adolescents. The premise is that educators and other critical stakeholders need to understand evidence-based principles in order to develop effective curriculum to meet the needs of diverse learners. Recommendations are provided for middle and secondary education, professional development, teacher education research and policy.
At the center of the book are Eight Guiding Principles developed by the authors through a process that included an extensive review of research and policy literature in literacy and related fields, a comparison of National Standards documents, and visits to the classrooms of 28 middle and high school teachers across the United States. The Principles are broad enough to encompass a variety of contexts and student needs, yet specific enough to offer real support to those involved in program development or policy decisions. They provide an overarching structure that districts and teachers can use to develop site-specific curriculum that is both research-based and designed to meet the needs of the learners for whom they are responsible.

Important Text Features: Organized to help readers understand empirically supported principles of practice that can be used to address literacy concerns in today's schools, each chapter that addresses one of the eight Principles follows a similar format:
* The Principle is presented along with a brief explanation of the research base and a sample of national standards that support it.
* One or more case examples spanning a wide variety of disciplines, grade levels, and local conditions - provide an in-depth look at the Principle in action.
* A well-known adolescent literacy expert offers a response to each case example, giving readers an informed view of the importance of the Principle, how it is enacted in the cases, and examples of other work related to the Principle. Discussion questions are provided that can be used for individual reflection or group discussion.

Principled Practices for Adolescent Literacy is intended as a text for pre-service and in-service upper-elementary, middle and high school literacy methods courses and graduate courses related to adolescent literacy, and as a resource for school district personnel, policymakers and parents.

$78.46

Like previous editions, the third edition of Reconceptualizing the Literacies in Adolescents’ Lives invites middle- and high-school educators to move toward a broad, generative view of adolescent literacies. Recognizing that digital media, social networking phenomena are now central in adolescents’ lives, what is different is the focus in this edition on bridging students’ everyday literacies and subject matter learning. Four chapters from earlier editions serve as touchstone texts, honoring youth’s diverse experiences and illustrating how young people’s literacies are enacted, situated, and mediated in various locales; nine new chapters consider how these themes are lived in today’s schools and in the rapidly changing world outside of school

This edition features heightened attention multimodal meaning construction, more discussion of practical implications of the ideas presented, and co-authored teacher commentaries at the end of each section. A Companion Website, new for this edition, facilitates practical application of the text’s key ideas, with discussion questions, and links to instructional activities, blogs, additional readings and viewings, and interactive web pages, and videos.

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Follow Donna E. Alvermann and explore their bibliography from Amazon.com's Donna E. Alvermann Author Page.

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https://www.tcpress.com/donna-e.-alvermann

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Popular culture in the classroom : teaching and researching critical media literacy

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Popular culture in the classroom : teaching and researching critical media literacy

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https://www-taylorfrancis-com.proxy2.library.illinois.edu/books/mono/10.4324/9781315059327/popular-culture-classroom-donna-alvermann-jennifer-moon-margaret-hagood

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Effective Literacy Instruction for Adolescents 

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Effective Literacy Instruction for Adolescents 

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https://journals-sagepub-com.proxy2.library.illinois.edu/doi/pdf/10.1207/s15548430jlr3402_4

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https://www.readinghalloffame.org/sites/default/files/alvermann_entanglements-searching_for_historical_authenticity.pdf

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Middle and High School Students' Perceptions of Text-Based Discussions: a multicase study

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Middle and High School Students' Perceptions of Text-Based Discussions: a multicase study

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https://www.readinghalloffame.org/sites/default/files/Students_Perceptions_of_Text-Based_Discussions.pdf

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Why Bother Theorizing Adolescents' Online Literacies for Classroom Practice and Research?

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Why Bother Theorizing Adolescents' Online Literacies for Classroom Practice and Research?

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https://www.readinghalloffame.org/sites/default/files/Why_Bother_Theorizing_Adolescents_Online_Literacies_for_Classroom_Practice_and_Research.pdf