Using a framework that includes the theories of multiliteracies (The New London Group, 1996), new literacies (Lankshear & Knobel, 2011), and multimodality (Jewitt, 2009; Kress, 2010), this chapter draws upon findings from qualitative research to provide 1) an examination of literacy skills and practices commonly associated with adolescence, as well as 2) approaches to effective literacy instruction for diverse learners at the middle and high school levels. In addition, this chapter explores the complex nature of defining the term literacy , particularly as it relates to teaching adolescents essential 21st century skills (e.g., collaborative problem-solving, multimodal composition) across content areas. Readers will consider how identifying and valuing the range of literacy practices in which adolescents engage—both within and outside of school—can optimize their personal literacy development and academic achievement. Examples provided throughout this chapter model and invite analysis of the benefits and limitations of incorporating these theories into pedagogy.

Lewis, Elizabeth C. Twenty-First Century Perspectives on Adolescent Literacy and Instruction. In Steps to Success: Crossing the Bridge Between Literacy Research and Practice, edited by Kristin A. Munger, 139-152. Geneseo, NY: Open SUNY Textbooks, 2016.

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