If our goal is to get students to read
voluntarily and not just by coercion,
then we must change how we select and
prioritize materials. If we expect
students to read beyond the curriculum,
beyond the school day, and beyond 12th
grade, then we need to show them the
texts and purposes that make reading
worthwhile and that they can actually
find outside school. If we want students
to learn how literacy can help them live
well, think better, and participate more
effectively in society, then we must give
them access to texts that open their eyes
to new possibilities. EL
Allington, R. L. (2002). You can’t learn
much from books you can’t read.
Educational Leadership, 60( 3), 16–19.
Beaufort, A. (2009). Preparing adolescents
for the literacy demands of the 21st-
century workplace. In L. Christenbury, R.
Bomer, & P. Smagorinksy (Eds.), Hand-
book of adolescent literacy research (pp.
239–255). New York: Guilford Press.
Levine, E. (2007). Henry’s freedom box. New
Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and
learning: A call for change. Journal of
Adolescent and Adult Literacy, 52, 96–197.
Nichols, M. (2009). Expanding comprehension
with multigenre text sets. New York:
Virginia Department of Education. (2008).
History and social science standards of
learning curriculum framework 2008:
United States history: 1865 to the present.
Richmond: Virginia Department of
Yancey, K. B. (2009). The literacy demands
of entering the university. In L. Christenbury, R. Bomer, & P. Smagorinksy (Eds.),
Handbook of adolescent literacy research
(pp. 256–270). New York: Guilford Press.
Gay Ivey is Professor, Department
of Early, Elementary and Reading
Education, James Madison University,
Harrisonburg, Virginia; email@example.com.
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