Summary Of Taking Action on Adolescent Literacy
Today we are going to discuss Summary Of Taking Action on Adolescent Literacy by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes. You can also read Adolescent_Motivation.pdf file at the end of the article |
| Summary Of Taking Action on Adolescent Literacy |
- Introduction of Adolescent Literacy
- Discussion on Adolescent Literacy
- Significance of Motivation And Engagement
- Relationship between Motivation, Engagement And Achievement
- Declining the Failure Cycle
- Engagement Conditions
- Necessary Actions For Engaging students
- Creating Links to Student’s Lives
- Developing The Idea Classroom
- Concentrating On Relevant Literacy Tasks
- Conclusion
- Mind Mapping
1. Introduction of Adolescent Literacy
It is necessary for the student to gain competency in literacy tasks as it improves proficiency level. Literacy is the most significant element in the development of adolescents. Adolescents practice to draft notes, formatting email, and documents, write blogs, understand and narrate the novel.
Although schooling administrators think that they spend more time with unnecessary activities (video games and TV) and resolving the key issues are the primary steps for the literacy development.
Since, the researcher Alvermann, (2003), Lee (2005), Smith & Wilhelm (2002) have concluded that the main threefold are necessary for the improvement and richness of adolescents literacy:
- The theme should be according to the requirement of today’s world;
- the theme should connect and stand firm with their interest;
- writing and reading process should according to their frame of mind.
2. Discussion on Adolescent Literacy
Possibly, the out-of-school literacy is inadequate to grasp the concept of academic writing text; teachers do not effort to bridge the gap for the development of academic skills with the collaboration of out-of-school literacy; schooling academic assignments are not engaging and the lack of expertise and improper guidelines are present.
The other essential element is engagement as it develops the good practicing habit and increases the proficiency interaction. In this chapter, the researcher explains the well-organized material that shows the relation between motivation need, engagement practice and goals for achievement.
Furthermore, proper strategies describe by the researcher as a tool for the literacy tasks.
3. Significance of Motivation And Engagement
The majority of schooling systems in the United States have neglected about the primary focus of education and significance of the improvement in academic reading and writing skills.
Because they have considered that students are already competent in the literacy skill. The other mindset of teachers is that it is too late to develop the literacy skills among the middle and high school students.
However, the poor academic writing and reading skills gradually lead to the declination of marks. Sometimes, adolescents hide their weakness of literacy skills and seek the help of others to deal with their academic work.
That is the reason, motivation and engagement are the most important activities which do not require the hard and fast effort to improve the literacy skills as these are interconnected consistent of a primary vehicle for literacy
4. Relationship between Motivation, Engagement And Achievement
Kamil (2003) describes “Motivation and engagement are critical for adolescent readers. Let suppose students are not motivated to read, research shows that they will simply not benefit from reading instruction” (p. 8).
The beginning concept of motivation leads to develop engagement. The process of improving reading and writing require the investment of time and effort. Only the most prominent adolescent's teachers implement to develop good relation with their students to motivate them for developing literacy skills.
In the absence of motivating factor, teachers fail to engage the student in the classroom literacy activities. Explicit teaching supports to filter the students’ performance; generate pointers to notify the mistakes and provides direction towards encouragement.
According to Guthrie & Wigfield (1997) and Roe (2001), teachers deal with two basic issues while working on the literacy skills of unenthusiastic students:
- Difficulty of engagement for the academic purpose literacy challenge
- Unable to properly explain about the completion of academic reading and writing tasks.
5. Declining the Failure Cycle
Carly was showed a lack of interest in the development of her literacy skills. She needed the teacher support to motivate and engage her in the literacy development.
The skills development was not magical step rather it was step by step process as the administrator in her school expressed that they focus in highly standard education.
However, Ms. Warren focused on developing the classroom learning activity for the development of literacy skills.
6. Engagement Conditions
The literature review of varies research is supported the point that classroom environment and climate have far greater impact on engagement.
The other method of implementation is an engagement-instruction cycle. There were several key factors in the scenario of Kamal’s team that play the crucial role in engaging the team member with the reading and writing activity.
Students had an authority to choose the method for the representation of authentic information.
The experimental literature of Guthrie and Knowles’s (2001) drafted the seven elements for encouraging the motivation that is the utilization of conceptual framework, real world examples, exploring the direction, reading various texts, cognitive methodology, social participation and expressing the point of view.
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7. Necessary Actions For Engaging students
The literature of researchers Meltzer (2002), Meltzer & Hamann (2004) created three significant points that can utilize by the teachers to motivate the English and literacy learners:- Developing the background connection of knowledge with the lives experiences of students and the interesting material is produced to read.
- Creating the responsive environment of the classroom where students express themselves in term of learning acknowledgment, raising voice, choosing their tasks and reading the topics for strength the literacy skills.
- Group studies and interaction with reading materials that develop a good questions, conceptualization, visualization and clarification specifically in the completion of required tasks.
8. Creating Links to Student’s Lives
It is necessary for the teacher to develop the conceptual linked between student experience and text as it helps to promote the motivation element.
Furthermore, teachers should introduce the new knowledge of reading material; analyzing, observing and drafting texts are the primary priority of learning.
If the students have explored the reading purpose then it means they have enough knowledge related to background and can successful make the logical connection between reading and experience result they can persist the difficulties of text.
9. Developing The Idea Classroom
In the environment of the responsive classroom, the teachers focus towards the adolescents according to their expectations and choice.Those adolescents that possess less literacy confidence, their motivation of literacy skills are completely depend on the judgment about the situation of the classroom environment and they consider themselves as the entity of time and effort investment.
Group discussion related to text is assumed as the collaborative learning procedures in the perspective of the classroom that helps and explains the diversified aspects of content areas.
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10. Concentrating On Relevant Literacy Tasks
According to the summary of the research of Alvermann (2001), “Adolescents want their work to matter, and they want to conduct an inquiry for reasons other than it being an assignment or an exercise.Adolescents want their work to matter, and they want to conduct an inquiry for reasons other than it being an assignment or an exercise.
Authentic literacy tasks play into adolescents' needs to do things that are real and often prompt new effort for rehearsal, comprehension, discussion of content, planning, revision and editing tasks, summarizing, and other literacy skills because these activities are being carried out for purposes other than “just passing it into the teacher.
Authentic literacy tasks include adolescents reading with younger students or creating books on tape or authoring books for them, designing Web sites, writing newspaper articles, and conducting and reporting upon inquiries that reflect real societal concerns” (Alvermann, 2001, pp. 676-690).
11. Conclusion:
Furthermore, the use of latest technology is considered as the highly motivating factor for the improvement in literacy skills of adolescents. As, the various features of revision using software’s, graphical and sound effect; highlighting the chunks promote the literacy skills.
Promoting critical literacy is assumed as the significant hidden key for the motivation of reader and writer having low-esteem. The development of meta-cognitive skills enable the students to observe their own passage and reading in an efficient manner.
The students who possess the high-quality of meta-cognitive skills generally prefer to use the strategies of “fix-up” during the listening and visualization process. According to Allen (1999), the development and improvement of active and passive vocabulary is knotted with the content structure and comprehension.
The most advantageous approach used by the middle and high schools are the comprehension, précis, new concepts, and support students to communicate with the deeper level understanding of key concepts.
In the last, producing good questions, the role of leader and gaining adolescent participation are essential actions for the adolescent's literacy.
12. Mind Mapping
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| Adolescent Literacy Mind Mapping |
References
Alvermann, D. E. (2001). Reading adolescents' reading identities: Looking back to see ahead. Journal of Adolescent & Adult Literacy, 44(8), 676-690.
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