The Story World of Adolescents in AND out of the Classroom

Abstract

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Zoom: A Review of the Literature on Marginalized Adolescent Readers, Literacy Theory, and Policy Implications

“…It is significant, as Vogel and Zancanella (1991) make us aware, that "just the fact that students have many literary experiences outside of school makes literature unlike other school subjects" (p. 54). Given the vast resources that many adolescents possess in their voluntary literacy learning, a promising development in literacy theory and instruction is the growing recognition that adolescents have multiple literacies that span their social worlds both in and out of school (Hinchman, Alvermann, Boyd, Brozo, & Vacca, 2003;Hinchman, Payne-Bourcy, Thomas, & Olcott, 2002;Hull & Schultz, 2001;Moje, 2002).…”

Resistance, Struggle, and the Adolescent Reader

“…Over and over again we see the phenomenon of students resistant to reading in school or dismissive of school reading who are, nonetheless, readers outside of school (Baker, 2002;Bintz, 1993;Christian-Smith, 1993, cited in Guzzetti et al, 2002Reeves, 2004;Strommen & Mates, 2004). Many students stated that they value the reading done outside of school more highly than reading connected to school (Strommen & Mates;Vogel & Zancanella, 1991). Schools directly contribute to this phenomenon, through devaluing adolescents' out-of-school reading and by not stocking the kinds of texts students want to read.…”

“…As these students explore identity themes, they don't look to school-assigned literature for help but instead use out-of-school literacies to accomplish this purpose. Thus, when schools fail to validate these literacies, students often perceive this lack of acceptance as personal rejection (Reeves;Vogel & Zancanella, 1991).…”

A preliminary study of pre-service teachers as readers in Singapore: Prolific, functional, or detached?

“…If school literacy experiences impact so strongly on readers after they have left school, what is the place of reading experiences that readers have out of school? Vogel and Zancamella's (1991) case study documents the literacy lives of four adolescents and captures snapshots of them as readers -in school, out of school, on screen, and on the printed page. One of these students, Donovan, admits, 'I don't know why, but I just didn't read.…”

“…Multiliteracies, as described by the New London Group (Cazden et al, 1996) and Cope and Kalantzis (2000) are twofold: (1) identifying the increasing salience of cultural and linguistic diversity and (2) recognizing the multiplicity of text forms associated with information and multimedia technologies. The majority of undergraduate students in 2004 would have grown up in a time similar to Donovan's (Vogel and Zancamella, 1991), where the meta-narratives of their childhoods were provided on screen rather than on the printed page. It is these students who are presently studying to become teachers.…”