ABSTRACT
This chapter takes as a starting point the notion that reconceptualizing the literacies in adolescents’ lives entails, in part, learning from teachers of adolescents what it means to teach them. Accessing teachers’ knowledge most often involves creating a space for the telling and interrogating of stories of practice, a space that permits agency in the ways daily experiences are rendered, framed, and responded to, and a space that embraces the uncertainties and struggles endemic to this work. It also requires particular attention to the context: how teachers understand their work as deeply embedded within the cultures of local classrooms, schools, and school districts.
