Area 6: Adolescent, College, and Adult Literacy Processes

Kathleen Hinchman, Syracuse University

Deborah Appleman, Carleton Collehe

Youth, Popular Culture, and the Media: Examining Race, Class, Gender, Sexuality, and Social Histories - Marcelle Haddix, Syracuse University; Antero Garcia, Colorado State University; Detra Price-Dennis, Teachers College, Columbia University

Adolescent Literacies Beyond Heterosexual Hegemony - Mollie Blackburn, The Ohio State University; Ryan Schey, The Ohio State University

What Research Says (and Doesn’t Say) about Literacy for Youth with Disabilities - Kelly Chandler-Olcott, Syracuse University; Michelle Duffy, Virginia Commonwealth University; Joanna Robertson, New Hartford

The Development of Literacy Practices across a Decade: Families, Friends, and Schools - Catherine Compton-Lilly, UW Madison

Constructing Literacies in Secondary English Language Arts Curriculum: Discourses, Histories, Ethics - Mary Juzwik, Michigan State University; Jennifer VanDerHeide, Michigan State University; Natasha Perez, Michigan State University; Amanda Smith, Michigan State University; Kati Macaluso, University of Notre Dame; Michael Macaluso, University of Notre Dame; Samantha Caughlan, Michigan State University; Cori McKenzie, Michigan State University

Diverse Youth, New Teachers, and “Picturing” Literacy: Using Photovoice to “Partner” Our Way to Adolescents’ Perspectives on Literacy - Kristien Zenkov, George Mason University; Laurel Taylor, Alexandria; Jim Harmon, Lakewood

Disciplinary Literacy: A Multidisciplinary Synthesis from Traditional Artifacts of Learning to New Digital Landscapes - David O'Brien, University of Minnesota; Lisa L Ortmann, Western Illinois University

Avoiding the Cheapest Room in the House: Dialoguing through Fear of Dialogical Practice - Bob Fecho, Teachers College/Columbia University; Steven Landry, University of Georgia; Jennifer Jackson Whitley, The University of Georgia

Missing in Action: Learning from Texts in Subject-Matter Classrooms - Cynthia Greenleaf, Strategic Literacy Initiative/WestEd; Sheila Valencia, University of Washington, Seattle

“No More Paperwork!”: Student Perspectives on Multimodal Composing in Response to Literature: Sustained Engagement, Intermittent Aversion, and Creative Possibilities - Kelly Wissman, University at Albany

Acquiring Processes for Responding to and Creating Multimodal Digital Productions - Richard Beach, University of Minnsota; Jill Castek, University of Arizona; John Scott, University of California, Berkeley

Adolescents Reading Graphic Novels and Comics: What We Know from Research - Stergios Botzakis, University of Tennessee, Knoxville; Rachelle S Savitz, University of Tennessee; David E Low, California State University, Fresno

How Practice-Based Research Informs Adolescent English-Language Learners’ Composing and Compositions - Jill Fitzgerald, MetaMetrics and UNC-CH, Emerita

Adolescent Literacy and Collaborative Inquiry - Rob Simon, University of Toronto/OISE; Amir Kalan, University of Toronto/OISE

Teaching and Learning Literary Argumentation in High School English Language Arts Classrooms - George Newell, The Ohio State University; David Bloome, Ohio State University

Academic Language and Subject Area Learning - Zhihui Fang, University of Florida

Scaffolding Students' Reading of Challenging Text—In Search of Balance - Michael Graves6940 W 105th St, University of Minnesota, Emeritus

Teaching Writing to Adolescents: The Use of Evidence-Based Practices - Amy Gillespie Rouse, Southern Methodist University; Steve Graham, Arizona State University