Adolescent Literacies and the Gendered Self : (Re)constructing Identities through Multimodal Literacy Practices book cover
1st Edition

Adolescent Literacies and the Gendered Self
(Re)constructing Identities through Multimodal Literacy Practices

ISBN 9780415636186
Published November 21, 2012 by Routledge
192 Pages

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Book Description

Today’s youth live in the interface of the local and the global. Research is documenting how a world youth culture is developing, how global migration is impacting youth, how global capitalism is changing their economic and vocational futures, and how computer-mediated communication with the world is changing the literacy needs and identities of students. This book explores the dynamic range of literacy practices that are reconstructing gender identities in both empowering and disempowering ways and the implications for local literacy classrooms. As gendered identities become less essentialist, are more often created in virtual settings, and are increasingly globalized, literacy educators need to understand these changes in order to effectively educate their students.

The volume is organized around three themes:

  • gender influences and identities in literacy and literature;
  • gender influences and identities in new literacies practices; and
  • gender and literacy issues and policies.

The contributing authors, from North America, Europe, and Australia offer an international perspective on literacy issues and practices. This volume is an important contribution to understanding the impact of the local and the global on how today’s youth are represented and positioned in literacy practices and polices within the context of 21st century global/cosmopolitan life.

Table of Contents

Part I: Gender Influences and Identities in Literacy and Literature

Chapter 1: Outside Interest and Literate Practices as Contexts for Increasing Engagement and Critical Reading for Adolescent Boys, William G. Brozo

Chapter 2: Taking Patriarchy to Task: Youth, YouTube, and Young Adult Literature, Karen A. Krasny

Chapter 3: Masculinity and Portrayals of African-American Boys in Young Adult Literature: A Critical Deconstruction and Reconstruction of this Genre, Thomas W. Bean and Theodore Ransaw

Chapter 4: One World: Understanding the Discourse of Benevolent Girlhood through Critical Media Literacy, Elizabeth Marshall and Ozlem Sensoy

Part II: Gender Influences and Identities in New Literacies Practices

Chapter 5: The Image You Choose is the Avatar You Use: Re-thinking Gender in New Literacies, Guy Merchant

Chapter 6: Girls’ Zines as a Global Literacy Practice: Stories of Resistance and Representation, Barbara J. Guzzetti

Chapter 7: Literacies, Identities and Gender: Reframing Girls in Digital Worlds, Cheryl A.McLean

Chapter 8: Entrepreneurship Education and Gendered Discursive Practices, Donna E. Alvermann

Chapter 9: A Cautionary Tale: Online School Book Clubs Are No Panacea for African- American Adolescent Females’ Coming to Voice, Benita R. Dillard

Chapter 10: Gender, Multimodal Practices, and Global Citizenship in Rural Settings,Carla K. Meyer and Leslie Susan Cook

Chapter 11: A New Look at Girls, Gaming, and Literacies, Elisabeth Hayes

Part III: Gender and Literacy: Issues and Policies

Chapter 12: The Girl Citizen-Reader: Gender and Literacy Education for 21st Century Citizenship, Judith Dunkerly and Helen Harper

Chapter 13: Who Will "Save the Boys"?: (Re) Examining a Panic for Underachieving Boys, Michael Kehler

Chapter 14: Inventing Masculinity: Young Black Males, Literacy, and Tears, David E. Kirkland

Chapter 15: Gendered Subjectivities in Online Spaces: The Significance of Genderqueer Youth Writing Practices in a Global Time, Julie C. Ingrey

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Barbara J. Guzzetti is Professor, Arizona State University, New College of Interdisciplinary Arts and Sciences and also Affiliated Faculty, Mary Lou Fulton Teachers College and School for Social Transformation, Women’s and Gender Studies.

Thomas W. Bean is Professor of Literacy/Reading at the University of Nevada, Las Vegas, USA and Co-Coordinator of the Doctoral Program in the Department of Teaching and Learning, College of Education.