ABSTRACT
In our first edition of Reconceptualizing the Literacies in Adolescents’ Lives, Donna Alvermann urged us to question simplistic notions of adolescence and literacy. Policymakers, researchers, teacher educators, and teachers need to understand and value adolescents’ perspectives as well as the ways in which their identities and subjectivities mediate their literate endeavors both in and out of school. This takes on increasing urgency as federal policymakers turn their attention to adolescent literacy. Consequently, we begin this new edition with four chapters that look specifically at how adolescent identity and literacy are intertwined.
