Abstract
Look outside of the school walls in nearly every community and you will find examples of adolescents deeply engaged in literacy practices. In Australia, a young man composes a flyer for a lawn-mowing service (Knobel, 1999). Teenagers in Nepal exchange love letters mixing home and school languages (Ahearn, 2001). In the U.S. suburbs, youth race home to read and respond to each other’s web logs (or blogs), public journals that are proliferating among adolescents (Nussbaum, 2004). Shivering in his car, waiting to make a drug deal, a young man writes poetry to express his critique of the societal and institutional structures that constrain his life choices. Across town, his high school classmate composes a play in an afterschool club in order to make sense of her cousin’s untimely death (Schultz, 2003). In a range of settings, responding to a multitude of purposes and audiences, youth gather to document their lives through film, music, photographs, poetry, and political posters posted on the Internet, played out in public performances and written in private spaces they alone occupy. They offer critique and celebration, despair and optimism, unity and diversity
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Schultz, K., Fecho, B. (2005). Literacies in Adolescence: An Analysis of Policies from the United States and Queensland, Australia. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International Handbook of Educational Policy. Springer International Handbooks of Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3201-3_35
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