The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries.
The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries.
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DOI：
10.17763/haer.78.1.54468j6204x24157
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发表时间：
2008-09
影响因子：
1.7
通讯作者：
E. Moje;M. Overby;Nicole N Tysvaer;K. Morris
中科院分区：
文献类型：
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作者：
E. Moje;M. Overby;Nicole N Tysvaer;K. Morris
在这篇文章中，Elizabeth Birr Moje，Melanie Overby，Nicole Tysvaer和Karen Morris挑战了一些关于青少年和他们与阅读有关的选择的流行神话。从一个城市社区的青年阅读的做法进行检查，努力确定什么，多久，为什么青少年选择阅读使用混合的方法。通过关注青少年认为激励他们的文本特征，作者发现阅读和写作经常发生在学校以外的一系列读写环境中。然而，只有在校外定期阅读小说才能与学习成绩（以学校成绩衡量）有积极的关系。本文描述了青少年如何阅读嵌入在社交网络中的文本，使他们能够建立社会资本。结论是框架方面的奥秘仍然存在-即，如何建立在什么动机青少年的识字实践，以促进他们的社会自我的建设，提高他们的学术成果。
In this article, Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris challenge some of the prevailing myths about adolescents and their choices related to reading. The reading practices of youth from one urban community are examined using mixed methods in an effort to define what, how often, and why adolescents choose to read. By focusing on what features of texts youth find motivating, the authors find that reading and writing frequently occur in a range of literacy contexts outside school. However, only reading novels on a regular basis outside of school is shown to have a positive relationship to academic achievement as measured by school grades. This article describes how adolescents read texts that are embedded in social networks, allowing them to build social capital. Conclusions are framed in terms of the mysteries that remain - namely, how to build on what motivates adolescents' literacy practices in order to both promote the building of their social selves and improve their academic outcomes.