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Chapter 2: Further reading

Page history last edited by Richard Beach 1 year, 3 months ago

Beach, R., Johnston, A., & Haertling-Thein, A. (2015). Identity-focused ELA teaching: A curriculum framework for diverse learners and contexts. New York: Routledge.


Beach, R., Thein, A., & Parks, D.  (2008).  High school students’ competing social worlds:  Negotiating identities and allegiances through responding to multicultural literature.  Mahwah, NJ: Erlbaum.


Borsheim-Black, C., & Sarigianides, S. T. (2019). Letting go of literary whiteness: Antiracist literature lnstruction for white students. New York: Teachers College Press.


Choo, S. S. (2013). Reading the world, the globe, the cosmos: Approaches to teaching literature for the twenty-first century. New York, Peter Lang.


Denner, J., & Guzman, B. L. (Eds.).   (2006).  Latina girls: Voices of adolescent strength in the U. S.: Voices of adolescent strength in the U.S.   New York: NYU Press.


Fecho, B., Falter, M., & Hong, X. (Eds.). (2016). Teaching outside the box but inside the standards: Making room for dialogue. New York: Teachers College Press.


Fecho, B., & Clifton, J. (2017). Dialoguing across cultures, identities, and learning: Crosscurrents and complexities in literacy classrooms. New York: Routledge.


Fletcher, J. (2018). Teaching literature rhetorically: Transferable literacy skills for 21st century students. Portland, ME: Stenhouse.


Hayn, J. A., & Kaplan, J. S.  (2012).  Teaching Young Adult Literature Today: Insights, Considerations, and Perspectives for the Classroom Teacher. Lanham, MD: Rowen & Littlefield.


Hicks, D. (2002).  Reading lives: Working-class children and literacy learning.  New York: Teachers College Press.


Hicks, D.  (2005).  Cultural hauntings: Girlhood fictions from working-poor America. Qualitative Inquiry, 11(2), 170-190.


Hill, C. (2014). The critical merits of young adult literature: Coming of age. New York: Routledge.


Jones, S. (2006).  Girls, social class, and literacy: What teachers can do to make a difference. Portsmouth: Heinemann.


Knoester, M. (2009).  Inquiry into urban adolescent independent reading habits: Can Gee's theory of discourses provide insight?  Journal of Adolescent and Adult Literacy, 52(8), 676-685.


Lareau, A.  (2003).  Unequal childhoods: Class, race, and family life. Berkeley: University of California Press


Lewis, C., Enciso, P. E., & Moje, E. B. (Eds.). (2007).  Reframing sociocultural research on literacy: Identity, agency, and power. New York: Erlbaum.


Malu, K. F., & Schaefer, M. B. (2015). Research on teaching and learning with the literacies of young adolescents. Hershey, PA: IGI Global.


McLeod, J., & Yates, L.  (2006).  Making modern lives: Subjectivity, schooling, and social change.  Albany, NY: SUNY Press.


Nichols, S. L., & Good, T. L.  (2004).  America's teenagers--myths and realities: Media images, schooling, and the social costs of careless indifference.  Mahwah, NJ: Erlbaum.


Reeves, A. R.  (2004).  Adolescents talk about reading: Exploring resistance to and engagement with text. Newark, DE: International Reading Association.


Sadowski, M.  (2008).  Adolescents at school: Perspectives on youth, identity, and education.  Cambridge, MA: Harvard University Press.


Sarroub, L. K.  (2005).  All American Yemeni girls: Being Muslin in a public school.  Philadelphia: University of Pennsylvania Press.


Seidler, V. J. (2006). Young men and masculinities: Global cultures and intimate lives.  New York: Palgrave Macmillan.


Sheridan-Rabideau, M.P. (2008). Girls, feminism, and grassroots literacies: Activism in the GirlZone.  Albany, NY: SUNY Press.


Simmons, A. (2016). Literature's emotional lessons. The Atlantic.


Smith, M. W., & Wilhelm, J. D.  (2002).  "Reading don't fix no Chevy's”: Literacy in the lives of young men. Portsmouth, NH: Heinemann. 


Sprague, M. M. & Keeling, K. K.  (2007).  Discovering their voices: Engaging adolescent girls with young adult literature. Newark, DE: International Reading Association.


Smyth, J., Angus, L., Down, B., & McInerney, P. (2008).  Critically engaged learning: Connecting to young lives.  New York: Peter Lang.


Strauss, V. (2014).  How Common Core's Recommended Books Fail Children of Color. The Washington Post


Swafford, J. (2016). Teaching literature through technology: Sherlock Holmes and digital humanitiesThe Journal of Interactive Technology & Pedagogy, 9


Thein, A. H., Beach, R., & Johnston, A. (2017). Rethinking identity and adolescence in the teaching of literature: Implications for pre-service teacher education. In H. L. 

Hallman, ed., Innovations in English language arts teacher education (Advances in Research on Teaching (pp. 65-87). Emerald Group Publishing.


Vadeboncoeur, J. A., & Stevens, L. P.  (Eds.).  (2005).  Re/constructing "the adolescent:" Sign, symbol, and body.  New York: Peter Lang.


Valenza, J. K., & Stephens, K.  (2012).  Reading remix.  Educational Leandership, 69(6).  Describes adolescents use of e-books and online discussion groups.


Way, N., & Chu, J. Y.  (Eds.).  (2004).  Adolescent boys: Exploring diverse cultures of boyhood.  New York: New York University Press.

Wilhelm, J. D., & Smith, M. W. (2016). The power of pleasure reading: What we can learn from the secret reading lives of teens. English Journal, 105
(6), 25-30.

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