Teens Choosing to Read

Gay Ivey is the William E. Moran Distinguished Professor in Literacy at the University of North Carolina Greensboro and a past president of the Literacy Research Association. Peter Johnston is professor emeritus of literacy teaching and learning at the University at Albany.

• Contents (Tentative)AcknowledgmentsPart I. Engaging Reading, a Social Phenomenon1. Young Adults Reading Literature (or Not)Teens Can Be Enthusiastic, Engaged ReadersEngaging BooksThe Subtleties of Supporting Teen Development2. Choosing to ReadGood (Meaningful) BooksDisturbing BooksAutonomyTalk About Books3. Talk to Me—Cultivating Peer RelationshipsSupportive Peer RelationshipsClose FriendshipsLearning RelationshipsWhen Positive Relationships Are AbsentThe Solution? Engaged Reading4. Re-seeing FamilyFamilies ReadingFamilies and TalkFamilies, Minds, and TransformationDisturbing Books and Difficult TopicsParent Perspectives on Students' ReadingPart II. The Breadth of Teen Development5. Social-Emotional DevelopmentThe Social Hub of DevelopmentTalking About Thoughts and FeelingsOn ReflectionTo Summarize6. Who Will I Be? Building a Life NarrativeLiving Into a CharacterA Reflective MetaphorNarrative as a Cautionary TaleSynthesizing PrinciplesSelf-RegulationReconstructing the Socialized SelfWho Am I? Who Do I Want to Be?7. Moral DevelopmentDeveloping the Moral SelfMoral JudgmentsRecognizing Language as a Potential Act of ViolenceMultiple Perspectives and Moral ReachSo . . .8. Happiness, Wellbeing, and Other Trivial MattersGratefulnessLoss and GriefMore Healing OpportunitiesPositive Emotions and WellbeingFeeling, Heard, Understood, and Cared ForSources of Happiness and Wellbeing9. Reading CompetenceReading StrategicallyReading Strategically, on SteroidsComprehending SociallyReading CloselyReading: No Solo ActReading CompetentlyPart III. Negotiating Literature, Teaching, and Teen Development10. What Do We Think We're Doing?Fizzling Out of EngagementUnraveling of the Social ThreadMore Teaching ChangesKnowing Books and IndividualsNegotiating Relationships and Relational Capital11. Seamless TeachingSeamlessnessCharacters and ChangeInferring, Especially Thoughts and FeelingsLiterature, Themes, and Life's DilemmasTeaching About How Words Capture and Shape Thoughts and FeelingsTeaching for Intellectual Flexibility12. Inquiry, Learning, and AuthorityFoundations of Collaborative Dialogic InquiryDistributing Authority, Distributing TeachingTeaching for Identity ShiftsTeaching: More Than the Sum of its Parts13. HecklingConcerns of Intellectuals, Philosophers, and the LikeParents' (and Thus Teachers') Concerns14. The Alchemy of Young Adults' Engagements Among BooksEvidenceThe Work of ConversationsThe Work of ELA Teachers and Their BooksThe Socialness of ReadingWhat Do We Want?Appendix A The StudyAppendix B Young Adult Books and Other Trade Books MentionedIndexAbout the Author

“Throughout the text (the authors) demonstrate that engaged reading leads to achievement, and students who succeed academically are more likely to live well-adjusted social, emotional, and moral lives.”—Teachers College Record