ABSTRACT
Although a great deal of research has investigated literacy engagement in out-of-school settings, often in various after-school book clubs, youth centers, and community theaters, little research has been conducted regarding the facilitation of literate practices among youth in large national youth organizations. In this chapter, we examine literacy expectations within handbooks produced by three prominent youth organizations known for their widespread cultural recognition and their historical longevity: Girl Scouts of America, Scouts BSA (formerly Boy Scouts of America), and 4-H. Analyzing general measures of text complexity, text features and organization, and language within these texts, we observed significant grade disparities between target and actual readabilities, frequent challenging and technical vocabulary, and limited number of literacy supports, especially in Scouts BSA. Finally, we call upon these organizations to recognize the literacy demands within their respective handbooks and manuals and then consider partnering with local P12 school districts to provide professional development training for adult leaders in literacy learning.
