English Journal Vol.104 No.3 January 2015

7      Call for Manuscripts
11    From the Editors – Julie Gorlewski and David Gorlewski
13    EJ in Focus:  
How  Re-thinking Adolescence Helps Re-imagine  the Teaching of English – Sophia Tatiana Sarigianides, Mark A. Lewis, and Robert Petrone
In this framing article, the guest editors provide the theoretical framework for conceptualizing adolescence and adolescents driving this special issue of English Journal. They also describe what they call a youth lens, an approach for reading and analyzing young adult literature that honors the idea of adolescence as a construct.
19    Speaking My Mind: 
Dating  Ben Franklin: Investigating the Early Years of Historical Figures and Classic Authors – Sharon Kane

“RE-THINKING “ADOLESCENCE” TORE-IMAGINE ENGLISH
22    Precocious Knowledge: Using Banned Books to Engage in a Youth Lens – Alyssa D. Niccolini  This piece looks at how banned books can offer an illuminating glimpse into social constructions of “healthy” and “normal” adolescent development. Unease with certain materials and topics in the secondary classroom can offer productive points of inquiry for both teachers and students.
29    Reading Pop Culture and Young Adult Literature through the Youth Lens – Carlin Borsheim-Biack  This article describes activities and assignments  for using a youth lens to critique dominant images of adolescents/ce in young adult literature and pop culture texts.
35    Disrupting and Dismantling the Dominant Vision of Youth of Color – Susan L. Groenke, Marcelle Haddix, Wendy J. Glenn, David E. Kirkland, Detra Price-Dennis, and Chonika Coleman-King  In this article, ELA and urban teacher educators  who have been long-time advocates for and users of young adult  literature in their work with beginning English teachers re-think the cultural constructs of “black and brown” adolescence that undergird the genre and guide their work.
41    Social Media and “Kids Today”: A Counter-Narrative from a US High School – William Kist, Kristen Srsen, and Beatriz Fontanive Bishop  An incident of bullying via Twitter in a Midwestern US high school problematizes traditional  stereotypes about adolescents and social media, as witnessed by two English teachers at the school who write about their own experiences and implications for English curriculum and instruction.
47    Illuminating Discourses of Youth through the Study of First-Person Narration in Young Adult Literature – Amanda Haertling Thein and Mark A. Sulzer  Grounded in the three-part literary concept of the narrator, the narratee, and the implied reader, this article provides teachers and students  with a heuristic for uncovering, attending to, and critiquing assumptions about youth found in the first­person narrative form that predominates in young adult literature.
54   Using a Youth Lens to Facilitate literary Interpretation  for “Struggling” Readers – Alison Heron-Hruby, Brandie Trent, Samantha Haas, and Zachary Cole Allen  This article details the authors’ success in using youth as a construct to facilitate literary analysis skills among high school students  who claimed not to like reading and who demonstrated difficulty with reading comprehension.  The authors provide descriptions of the analysis activities in which the students  participated.
61   Sex in the English Classroom: Text, Counter Text, and Social Text – Elisabeth Johnson  In this article, the author is concerned with the ways conceptions of adolescence and sexuality take hold in and beyond the English curriculum. Through a classroom vignette, she considers some of the ways teachers might make more of moments when sex comes up and when planning interactions about sex with youth.
68   Re-constructing and Re-presenting Teenagers: Using Media Literacy to Examine Cultural Constructions of Adolescents – David L. Bruce  This article describes a class in which media  literacy was used as a means for student inquiry into cultural  constructedness of adolescents. Students read and critiqued media portrayals of teenagers, then used digital video to re-construct  their own complex re-presentations of their adolescent selves.
75   Youth as Cosmopolitan Intellectuals – Tiffany DeJaynes and Christopher Curmi  Two high school teachers examine  classroom moments that position youth as cosmopolitan intellectuals  and invested community members as opposed to disengaged and disaffected adolescents.

POETRY
12   Claiming Spaces – Kjersti VanSiyke-Briggs
60   Hymn Sung at the Completion of the Lesson Plan, 11/12/13 – Maria Fischer
67   Sonnet for My First-Period, Ninth-Grade  Class – J.P. Murphy
84   Teachable Moment – Maria Sanchez

COLUMNS
81   A Thousand Writers: Voices of the NWP:  The Serious Work  of Writing – Anna Smith
85   Carpe Librum: Seize the (VA) Book:  Will You Go Out with Me?  Why First Loves Are Painfully Important  to YA Lit – Emilee Hussack and Pauline Skowron Schmidt
88   Soft(a)ware in the English Classroom  Reassessing How  We “See”  Students: The Blessing and Blight of Rubrics (and Software) in Education – Tom Liam Lynch
91   Speaking Truth to Power  Speaking Out  in the Public Sphere: Why, What, Where, and How Teachers Can Enter the Fray – Peter Smagorinsky
97   Under Discussion: Teaching Speaking and Listening  Care to Elaborate: Encouraging Students to Build on Others’  Ideas – Lisa M. Barker

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