Kathleen A. Hinchman, PhD, is Professor Emerita of Reading and Language Arts Education at Syracuse University. Her scholarship looks at teachers’ and students’ perspectives on literacy instruction and has been widely published in journals and books. A former middle school teacher, Dr. Hinchman has served on the boards of directors of the New York State Reading Association, the Literacy Research Association, and ProLiteracy Worldwide. She is a member of the Reading Hall of Fame.Deborah A. Appleman, PhD, is the Hollis L. Caswell Professor and Chair of Educational Studies and Director of the Summer Writing Program at Carleton College. Her recent research has focused on teaching college-level language and literature courses at the Minnesota Correctional Facility-Stillwater. A former high school English teacher, Dr. Appleman is the author of Critical Encounters in Secondary English, Third Edition (winner of the CEE Richard Meade Award from the National Council of Teachers of English), and coauthor of Teaching Literature to Adolescents, Third Edition, among other books on adolescent literacy.

• Introduction: The State of Practice-Based Research in Adolescent Literacies, Kathleen A. Hinchman and Deborah A. ApplemanI. Adolescent Literacies and Identities1. Navigating Cultures and Identities to Learn Literacies for Life: Rethinking Adolescent Literacy Teaching in a Post-Core World, Elizabeth Birr Moje, Carolyn Giroux, and Nicholas Muehling2. Youth, Popular Culture, and the Media: Examining Race, Class, Gender, Sexuality, and Social Histories, Marcelle M. Haddix, Antero Garcia, and Detra Price-Dennis3. Adolescent Literacies beyond Heterosexual Hegemony, Mollie V. Blackburn and Ryan Schey4. Beyond School: Examining the Out-of-School Literacies and Counternarratives of Adolescent Learners, Valerie Kinloch, Tanja Burkhard, and Carlotta Penn5. Emergent Bilingual Youth in U.S. Secondary Schools, Danny C. Martinez and Ursula S. Aldana6. What Research Says (and Doesn’t Say) about Literacy for Youth with Disabilities, Kelly Chandler-Olcott, Michelle Duffy, and Joanna Robertson7. The Development of Literate Identities and Practices across a Decade: Families, Friends, and Schools, Catherine Compton-LillyII. Locating Adolescent Literacies8. Constructing Literacies in a Secondary English Language Arts Curriculum: Discourses, Histories, Ethics, Mary M. Juzwik, Jennifer VanDerHeide, Kati Macaluso, Amanda Smith, Natasha Perez, Samantha Caughlan, Michael Macaluso, and Cori McKenzie9. Diverse Youth, New Teachers, and “Picturing” Literacy: Using Photovoice to “Partner” Our Way to Adolescents’ Perspectives on Literacy, Kristien Zenkov, Laurel Taylor, and Jim Harmon10. The Power of Fostering Pleasure in Reading, Michael W. Smith, Jeffrey D. Wilhelm, and Sharon Fransen11. Disciplinary Literacy: A Multidisciplinary Synthesis, David O’Brien and Lisa Ortmann12. Misfits in School Literacy: Whom Are U.S. Schools Designed to Serve?, Peter Smagorinsky13. Avoiding the Cheapest Room in the House: Dialoguing through Fear of Dialogical Practice, Bob Fecho, Steven J. Landry, and Jennifer J. WhitleyIII. Adolescent Literacies and Multiple Texts14. Missing in Action: Learning from Texts in Subject-Matter Classrooms, Cynthia Greenleaf and Sheila Valencia15. “No More Paperwork!”: Student Perspectives on Multimodal Composing in Response to Literature, Kelly K. Wissman16. Let’s Translate!: Teaching Literacy Concepts with English Language Learners, Kelly Puzio, Christopher Keyes, and Robert Jiménez17. Acquiring Processes for Responding to and Creating Multimodal Digital Productions, Richard Beach, Jill Castek, and John Scott18. Adolescents Reading Graphic Novels and Comics: What We Know from Research, Stergios Botzakis, Rachelle Savitz, and David E. Low19. Academic Language and Subject-Area Learning, Zhihui Fang20. Young Adult Literature and Classroom-Based Research, Gay IveyIV. Pedagogies of Adolescent Literacies21. How Practice-Based Research Informs Adolescent English Language Learners’ Composing and Compositions, Jill Fitzgerald22. Teaching and Learning Literary Argumentation in High School English Language Arts Classrooms, George E. Newell, David Bloome, and the Argumentative Writing Project23. Adolescent Literacy and Collaborative Inquiry, Rob Simon and Amir Kalan24. Scaffolding Adolescents' Reading of Challenging Text: In Search of Balance, Michael Graves25. Teaching Writing to Adolescents: The Use of Evidence-Based Practices, Amy Gillespie Rouse and Steve Graham26. A Close Reading of Close Reading: What Does the Research Tell Us about How to Promote the Thoughtful Interrogation of Text?, Amy Koehler Catterson and P. David PearsonAuthor IndexSubject Index

"Hinchman and Appleman have given us a visionary, field-defining volume that is unprecedented in its comprehensiveness and in its inclusion of new media literacies, multilingualism, pedagogy, and diverse critical perspectives. The book assembles preeminent scholars to provide expert commentary on the state of research and its applications to informed, engaged literacy classroom practice. This handbook is a jewel and a 'must have' for scholar-practitioners."--Ernest Morrell, PhD, Macy Professor of Education, Teachers College, Columbia University"Adolescent Literacies is incredibly timely. The range and depth of topics covered in the book will be invaluable to teachers looking to improve how they approach literacy instruction in the age of the Common Core standards. Graduate students will benefit from the comprehensive coverage of research. Of particular value is the inclusion of an entire section on the multiple texts of adolescent literacy and several chapters on digital media, given how little play these issues get in teacher training and graduate preparation."--Gina Biancarosa, EdD, Department of Educational Methodology, Policy, and Leadership, University of Oregon"I devoured this terrific book like a box of fine chocolates. I couldn't stop reading it, thanks to the motivating writing style of the editors and contributors and the remarkable, research-based instructional ideas they share. This volume should be required reading for all teachers in grades 5–12."--Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University; instructional coach, Health Sciences High and Middle College"I am grateful to Hinchman and Appleman for conceiving and bringing together this timely and significant work from leading researchers. Thought-provoking chapters--many of which challenge traditional approaches to adolescent literacy--present powerful arguments and provide new directions for instruction. I found I needed to read each chapter closely because the findings and ideas demanded reflection; many expanded my thinking about the contexts and possibilities for developing students’ literacies and gave me hope for the future. What a gift for educators!"--Donna Ogle, EdD, Co-Director, Reading Leadership Institute, National Louis University -