What is Adolescent Literacy?

Wikipedia explains that literacy is popularly understood as the ability to read and write. And before 1950, literacy was understood solely as alphabetical literacy. According to Hamilton (2010), the definition of literacy is changing dramatically due to social contexts shift such as structural changes in the economy, labor market, and employment requirements. Scribner and Cole (1981) introduced two different literacy results because of varying study places in the North African community. With sociocultural perspectives becoming popular in literacy education, literacy has been interpreted differently. For example, Heath (1983) thinks that literacy is based on everyday experiences, which corresponds to 'literacy as social practice' that was conceptualized by Street in 1984.

Another interpretation of literacy is multiliteracy. In 1996, the New London group presented a new relationship between the changing social environment facing students and teachers and an innovative approach to literacy pedagogy called "multiliteracies" (New London Group, 1996). Multiliteracies mean overcoming the limitations of traditional methods by emphasizing how negotiating the multiple linguistic and cultural differences in our society is central to the pragmatics of students' working, civic, and private lives. The authors introduced two main points. The first relates to the multimodality of pedagogy with mass media development, and the second focuses on local diversity and global connection.

In 2018, Muhammad proposed that "literacy was largely conceptualized in four ways: identity development, skill development, intellectual development, and criticality" (p. 137-138). From my point of view, adolescent literacy begins with social needs. Alvermann (2009), mastering reading and writing skills was initially the privilege of the elites of the society and individuals entrusted with preserving sacred practices. It gradually became synonymous with school literacy. Thus, literacy is for social development needs and, arguably, ensures the concentration of power. Even in the 21st century, only the rich can go to the top school in some places.

As time goes on, literacy has broader meanings. Literacy has two contrasting views--- the 'discrete set of skills' and the 'situated social practice' (Hamilton, 2010). Also, by reading Hamilton's (2010) article, I learned that literacy as part of situated social practice is just one part of a growing recognition that learning and 'knowing' is not simply concerned with individual skills and understanding but the product of social interactions and relationships.

By taking this course and learning with Professor Amy and my peers, I think adolescent literacy, to some extent, is a tool to help young people become a part of society. At the same time, the community is changing with the youth's literacy development. The relationship between them is mutually reinforcing, and I also want to define it as a process of establishing connections between people and society. First, we obtain literacy skills from parents and families, like the language, culture, and family environment. Then, we receive literacy training through formal schooling. Although students use the same books in the same school, they understand the knowledge differently based on their experience and literacy foundation. We are glad to see that the advanced researchers about school reforms. For example, set up bilingual classrooms for English learners, a society transformed by youth's desire. On the other hand, according to Christensen (2009), if we want to cultivate global citizens, we must teach students how to use their knowledge to change the world.

Reference

Hamilton, M. (2010). The social context of literacy in Teaching adult literacy: principles and. practice p7-14

The New London Group. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1), 60-93. doi: 10.17763/haer.66.1.17370n67v22j160u

Alvermann, D. E. (2009). Sociocultural constructions of adolescence and young people's literacies.

Christensen, L. (2009). Introduction. Teaching for joy and justice.

Lankshear, C. & M. Knobel. (2006). New literacies. Everyday practices and classroom learning (2nd ed.). Open University Press.