Seeing Themselves as Capable and Engaged Readers: Adolescents and Re/mediated Instruction
(2003)
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Reading researcher Donna Alvermann notes that self-efficacy — students' confidence that they can read specific texts to produce the desired effect — is a key component to students' sense of themselves as capable, motivated readers. Drawing from literature and data she has gathered in the course of her research on adolescent engagement with many kinds of print and non-print texts, she makes the case that re/mediation of curricula and instruction can help. "It is not a magic bullet that will improve alliterate [capable of reading, but electing not to do so] adolescents' motivation for school-related reading tasks, but it does ensure that they will have a range of texts (print, visual, aural, and digital) with which to engage and learn from." She describes several classrooms that successfully moved "beyond the traditional textbook and curriculum." Based on these research-based examples, she proposes guidelines for educators to change classroom conditions in such a way that students will be more engaged in learning.
Alvermann, D.E. (2003, November). Seeing Themselves as Capable and Engaged Readers: Adolescents and Re/mediated Instruction. Retrieved September 24, 2007, from http://www.learningpt.org/pdfs/literacy/readers.pdf.
