What adolescents learn in their English language arts classes needs to address students’ in-school and out-of-school literacy lives. In-school literacy demands are relatively easy to express and measure; however, out-of-school literacy practices are much broader and more complex than those teachers typically teach in the classroom. This chapter explores the use of technology in the classroom to bridge the gap between literacies that adolescents experience in and out of school. The authors discuss separated, simulated, and integrated instruction and include ideas to successfully implement technology in the classroom using podcasts, blogs, the Web, and social networks to unite adolescents’ home and school experiences.
IRA no. 695.08 | doi: 10.1598/0695.08
Carroll, P.S., De Luise, R., & Howard, T. (2009). Best Literacy Practices for Secondary English Language Arts Classrooms. In S.R. Parris, D. Fisher, & K. Headley (Eds.), Adolescent Literacy, Field Tested: Effective Solutions for Every Classroom (pp. 94–104). Newark, DE: International Reading Association.