By the time students reach middle school, they generally have a solid grasp of foundational literacy skills (Hiebert, 2022). However, these capabilities are often overlooked in media portrayals. It’s time to shift our perspective and focus on recognizing and celebrating the literacies, curiosities, and strengths of adolescents.
Adolescence is a critical period for refining literacy skills, but traditional assessments frequently emphasize deficits rather than acknowledging existing proficiencies. This narrow view can undermine students’ confidence and fail to appreciate their diverse abilities. A broader, more holistic approach is needed to elevate adolescents’ literacies
Recognizing that students have developed unique literacies through various channels—whether through social media, gaming, or other digital platforms—is essential. These literacies might not always align with conventional academic expectations but are valuable in their own right. For instance, a student’s ability to navigate and synthesize information from online communities demonstrates advanced comprehension and critical thinking skills.
Building on these curiosities involves more than simply integrating new technologies into the classroom. It requires understanding how language functions in different contexts and using that knowledge to expand students’ abilities. When students are passionate about a topic, such as gaming or sports, they often have rich vocabularies and extensive knowledge about it. Teachers can leverage this enthusiasm by incorporating relevant materials and discussions that make learning more engaging and applicable.
Moreover, providing strategies for students to use language creatively—through projects, presentations, or discussions—can help them engage more deeply with knowledge. Encouraging students to pursue personal projects or research topics that excite them fosters deeper engagement and reinforces their literacy skills.
In sum, to truly elevate adolescents’ literacies, we must recognize their existing strengths and curiosities. By doing so, we validate their current capabilities and inspire further growth and enthusiasm for learning.
The cited article is available as an open-access resource at: https://ila.onlinelibrary.wiley.com/doi/full/10.1002/trtr.2082
Hiebert, E. H. (2022). When students perform at the below basic level on the NAEP: What does it mean and what can educators do?. The Reading Teacher, 75(5), 631-639.
Related Resources on TextProject.org:
