Review

"I love the way the book brings together university professors, who provide important context for understanding particular issues in adolescent literacy, and classroom teachers, who discuss their use of real-world literacy strategies in classrooms across the country. Rarely have I seen a book that so effectively integrates research and practice."--Janice Dole, PhD, Department of Teaching and Learning, University of Utah "Essential Questions in Adolescent Literacy goes right to the heart of the questions that most perplex classroom teachers. Drawing on the combined wisdom of researchers and practitioners, it offers fresh perspectives on familiar issues--vocabulary development, working with English learners, student motivation, assessment tools--and 21st-century solutions to age-old problems. This book will be an invaluable resource for newcomers to the profession as well as those of us for whom improving our teaching is a lifelong enterprise."--Carol Jago, MA, co-director, California Reading and Literature Project, University of California, Los Angeles "Today's adolescents must balance traditional literacy demands with digital and multimodal literacies. This volume addresses current issues facing students and teachers with an impressive blend of theory, research, and practice. The book challenges simplistic notions of reading, composing, and understanding by looking at the contexts of adolescent literacy and instruction in holistic and situated ways. Most powerful of all, it is grounded in the authority of actual classroom practice and lets us see real students at work."--Jeffrey D. Wilhelm, PhD, Department of English and Director, Boise State Writing Project, Boise State University "User friendly and applicable to all secondary grade levels, this book is truly a great blend of theory and practice. It asks and answers excellent questions about the issues facing teachers in the classroom every day. The vignettes at the beginning of each chapter are very realistic and relatable."--Ashley E. Nebe, MA, English teacher, Clark High School, Las Vegas, Nevada "This book reminds us, as educators, to value adolescent literacy across a mosaic of contexts. Teenagers aren’t just bringing new literacies into the classroom; they’re bringing their literacies into the classroom. The volume responds to the 21st-century challenge to connect our teaching with adolescents’ learning, and equips teachers and teacher educators with strong, theory-grounded tools for effective practice."--Kathy Headley, EdD, Professor and Associate Dean for Research and Graduate Studies, College of Health, Education, and Human Development, Clemson University "This book successfully integrates adolescent literacy theory with instructional practices. Resounding with the voices of cutting-edge researchers, secondary classroom teachers who know what they are doing and why, and adolescents themselves, this is a welcome, accessible contribution."--Kristine Gritter, PhD, School of Education, Seattle Pacific University

"This book pairs exemplary teachers with prominent scholars to present real-world strategies for putting literacy research to work in the classroom. Each chapter in this unique volume offers a lively dialogue tackling key questions in adolescent literacy."--Canadian School Counseller

(Canadian School Counseller )

About the Author

Jill Lewis, EdD, is Professor of Literacy Education at New Jersey City University. Previously she taught high school English in public schools and directed a reading lab at a community college. She has published numerous articles, chapters, and books on adolescent literacy, content-area reading, professional development, and advocacy, and presents her work widely in the United States and internationally. Dr. Lewis is a past member of the Board of Directors of the International Reading Association and a recipient of its Special Service Award.