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"In the new edition of Reconceptualizing the Literacies in Adolescents’ Lives: Bridging the Everyday/Academic Divide, Donna Alvermann and Kathleen Hinchman have put together a collection that engages the literacy practices of adolescents in ways that recognize the range and variety of reading and writing that young people do on a daily basis." — Bronwyn Williams, University of Louisville, Teachers College Record

"Eliot was a twelve-year-old seventh grader when I first met him for a testing session. I was an educational specialist and conducted assessments with students who were thought to have learning disabilities or who struggled in school. Eliot’s seventh-grade experience highlights the possibilities of inclusion. Hehir and Katzman found that the collective responsibility of successful inclusive schools is based, in part, on the relationships formed among the staff at the school, including school leaders, teachers, bus drivers, cafeteria workers, and others, and among parents, students, and staff. …Reconceptualizing the Literacies in Adolescents’ Lives, edited by Donna E. Alvermann and Kathleen A. Hinchman, taken together, allow a deep look at some of the forces that made Eliot’s seventh-grade year successful." — Rachel Currie-Rubin, Harvard Educational Review

"In this third edition of their time-honored text, Alvermann (Univ. of Georgia) and Hinchman (Syracuse Univ.) challenge today's educational culture by interrogating the ways that teens' identities are multiple, fluid, and amalgamated into their lives at school--understandings necessary for any teacher looking to reach adolescent learners. Chapters are written by various reputable researchers of adolescent literacy (e.g., Bob Fecho, Kelly Wissman, and Margaret Hagood) on the myriad ways teens consume and construct texts in and out of school. Particularly compelling are "touchstone" chapters revised and updated from previous editions of this book that reveal the pervasiveness of issues affecting adolescents. The chapters written by teachers are a wonderful model of the reflective stance practitioners should assume in respect to educational research, practice, and the profession as a whole. Summing Up: Highly Recommended" — M. B. Hopkins, Nazareth College of Rochester, CHOICE

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