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Adolescents’ Online Literacies

Connecting Classrooms, Digital Media, and Popular Culture – Revised edition

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Edited By Donna E. Alvermann

This revised edition of Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture features a variety of digital tools for humanizing pedagogy. For example, the book examines numerous artistic representations of young people’s self-selected graphic novels and fan fiction as part of an in-class multi-genre unit on fandom. This edition makes concrete connections between what the research portrays and what teachers, school librarians, and school media specialists know to be the case in their interactions with young people at the middle and high school level. The contributors of these chapters – educators, consultants, and researchers who span two continents – focus on ways to incorporate and use the digital literacies that young people bring to school.
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Introduction

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Donna E. Alvermann

Introductions to books with a shelf life longer than five years are ripe for storytelling. Of course, the story need not be long nor detract from newer material. It should, however, disclose a side of the book’s development not shared before. Building on the first edition, the revised version of Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, & Popular Culture reveals new lines of inquiry that address some of the earlier chapter authors’ calls for research. Scholarly answers to those calls have evoked a storyline, which in turn requires a narrator—a role I take up here, ever mindful that “to begin a story, someone in some way must break a particular silence” (Wiebe & Johnston, 1998, p. 4).

I do that in this introduction as a way of connecting the first edition’s chapters to the four new ones. Beyond connecting, however, the notion of breaking particular silences that envelop adolescents’ online literacies is a theme directly applicable to all 10 chapters. Also featured in this revised edition are numerous artistic representations of middle grades students’ self-selected graphic novels and the fan fiction those choices prompted as part of an in-class multi-genre unit on fandom. Like the earlier edition, the book remains “dippable” in that its organizational structure invites skipping around without worry of losing sight of the broader theme. ← 1 | 2 →

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