Collaborating With Youths as Coteachers in Literacy Learning

Abstract

The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels.

Authentic Choice: A Plan for Independent Reading in a Restrictive Instructional Setting

“…Previous work has highlighted the importance of getting to know students as multifaceted beings and drawing on their social worlds for literacy pedagogy (Asher & Womack, ; Everett, ; Frankel & Murphy, ). These practices are particularly important for readers who have been marginalized through traditional school practices.…”

Leveraging Adolescents’ Agency, Engagement, and Comprehension‐Focused Reading

“…The second snapshot comes from a collaborative project with a public high school teacher and her students in the context of a cross‐grades literacy class (Frankel, Fields, Kimball‐Veeder, & Murphy, a; Frankel & Murphy, ). In this project, we partnered with 11th‐ and 12th‐grade literacy mentors to codesign a classroom community that centered the personal, social, and collaborative nature of reading through extensive reading, writing, and discussion of self‐selected texts.…”