Group 6 Summaryadolescentliteracydevelopmentproject

Running Head: ADOLESCENT LITERACY DEVELOPMENT PROJECT
Group 6 Summary: Adolescent Literacy Development Project
Lillian Carden, Morgan Ritchie-Baum, Hannah Welborn, & Carly Winfield
University of North Carolina at Greensboro

ADOLESCENT LITERACY DEVELOPMENT PROJECT 2
Table of Contents
Description of Literacy Level ……………………………………………………………….……3

Best Practices in Literacy Instruction……………………………………………………….…….5
Self-Selection of Reading Materials………………………………………………..……..5
Digital and Media Literacy………………………………………………………..………6
Deeper Connection in Content Areas……………………………………………..………7
External Literacy Experience…………………………………………………...…………9
Issues in Adolescent Literacy……………………………………………………………………10
Introduction………………………………………………………………………………10
Materials that Reflect Individuality…………………………………………………...…11
Relationships with Academic Literacies…………………………………………………12
Multiliteracy and Access…………………………………………………………………12
Lack of Research…………………………………………………………………………13
Issues Summary………………………………………………………………….………15
Suggested Practices for Library Professionals……………………………………………..……16
Adolescent-Friendly Spaces…………………………………………………………..…16
Build Positive Relationships…………………………………………………………..…17
Diverse and Inclusive Collection………………………………………………………...18
Programming that Inspires and Prepares…………………………………………..…….19
Library Program……………………………………………………………………………….…20
References………………………………………………………………………….………….…25
Annotated Bibliography……………………………………………………………………….…25
Refinement (Adolescent Literacy) Description……………………………………….…25
Best Practices………………………………………………………………………….…27
Issues and Concerns………………………………………………..………………….…32
Library Support…………………………………………………………………………..34
Appendix A…………………………………………………………………………………..…..37
Writing and Robotics Sample Camp Schedule………………………………………..…37
Description of Literacy Level
According to the Center for Disease Control and Prevention (2017), an adolescent is a
young person between 12 and 17 years of age. This is the only time in their life that their growth
rate is accelerating and there is a wide variation in the onset of growth spurts so chronological
age is sometimes not a great indicator of maturity. The changes that adolescents experience have
an impact on their perceptions of themselves and others. It is at this age that a young person
shows more concern about their body image and they focus more on themselves. Adolescents
also start to define their interests and strengths and form their own views on the world. They are
becoming more concerned with who they are and who they can become. They are more
influenced by friends and peer pressure starts to take root. Adolescents are less affectionate
toward their parents than they were as children and feel stress from more challenging school
work. This stress might cause them to dislike school or not apply themselves academically
(CDC, 2017). Adolescents are growing more independent in school context and in their home
lives; they have more freedom than they have ever had in their lives.
Early adolescence is a critical time in the development of the literate individual
(Davidson & Koppenhaver, 1993). At this point in their lives, they have been in school several
years and have hopefully learned a lot about reading and writing, but have certainly not learned
all they need. Adolescents understand the different types of fiction and nonfiction materials and
they are beginning to refine their tastes in reading and their responses to literature. Text demands
at this age shift from narrative or story-based to more expository or informational (Moje et al.,
2008). Moore et al. (1999) explain that adolescents also “build on the literacy strategies they
learned in the early grades to make sense of abstract, complex subjects far removed from their
personal experiences” (p. 101).

Literacy learning depends on their physical, cognitive, and socioemotional development.
Their “structure and complexity of language abilities” (Davidson & Koppenhaver, 1993, p. 15)
are also being shaped and they are more able to compare and combine information from their
own experiences and learnings and make conclusions based on their own knowledge. The CDC
(2017) says that adolescents have more ability for complex thought and they are developing the
ability to express their feelings through talking. Davidson & Koppenhaver (1993) say that
“because young adolescents in this society are growing, changing, thinking, and reflecting within
a literacy world, literacy-- reading and writing-- becomes an important tool in that process” (p.
16). Literacy is a way for adolescents to get the answers to the questions they have about life.
They are able to explore more topics and make sense of the world around them through text.
They are able to identify with fictional characters that are more like them then anyone they have
ever met. Literacy also brings young people together and creates a community of people that
share the same interests.
Guthrie and Metsala (1999) describe adolescent literacy as needing to comprehend
passages of text and integrate information across multiple texts, relate paragraph meanings to
personal experience, use knowledge from texts to evaluate, and compose complete messages in
the form of stories and reports for actual audiences. According to Davidson & Koppenhaver
(1994) adolescents need these four things to develop into proficient literacy users: “literacy
instruction organized around a positive vision of literacy as a meaningful activity, instruction that
is responsive to their developmental needs, instruction that is academically effective, and access
to the world of the written word” (p. 17).
Adolescents that are successful readers have an increased interest in reading but they
struggle with the complex texts they encounter in middle school and high school. Adolescent
literacy has evolved in the twenty-first century to include navigating multiliteracies and having
the ability to read different types of texts. Our digital world requires adolescents to be able to
read information online and use technology. Many middle schools in Guilford County give
students their own laptop to use and teachers incorporate them in their lessons (Guilford County
Schools, 2017, Personalized Learning for All Students section, para. 3). As adolescents become
young adults and graduate high school, they may go on to college where they will be required to
use a computer. They will also be required to read more complex texts in college so they must
have the ability to read quickly and comprehend. Some young adults immediately enter the work
field, they may not use computers in their job but it is likely that they will need them at some
point in their life.
Best Practices in Literacy Instruction
Self-Selection of Reading Materials
Most researchers and experts in the field of adolescent literacy instruction seem to agree
that adolescents need to be responsible for choosing their own reading materials. Adolescence is
a transitional stage of life where teens are becoming more self-aware, forming their personal
identity, and developing unique interests. It is important that teens be given the freedom to
choose reading materials that reflect these interests and differences so they can explore their
individuality in a safe and supportive environment. This practice of self-selection results in
teenagers' increased enjoyment of reading and increases the likelihood that they will develop a
lifelong reading habit. It also increases the overall amount of reading they engage in, because
they are more interested in what they are reading.
In Book Love, Kittle (2013) discusses the importance of letting teenagers choose their
own reading materials, stating “[p]assions are peculiar, but passions drive readers to devour
books” (p. 19). She argues that free choice will encourage them to read more books they enjoy,
which will help them build confidence and stamina, and ultimately lead to success in college and
the development of a lifelong reading habit. A study by Creel (2015) describes research findings
from a survey of adolescents. The study noted a strong positive correlation between free choice
reading and reading satisfaction rates in adolescents (Creel, 2015, Results section, para. 8). These
findings lead the author to suggest that teenagers will be more likely to enjoy reading and
become lifelong readers if they are allowed to choose the books they read rather than be assigned
texts by teachers or parents.
Similarly, Smith and Scuilli (2011) found that their classroom atmosphere changed
dramatically when they began allowing students in a remedial literacy class to read for their own
purposes. Smith and Scuilli (2011) indicated that one literacy instructor now designs her
curriculum and lessons entirely around the students' interests and responses, after receiving such
positive feedback and enthusiasm from the students when she let the class read Twilight after
watching the movie. They state "...the students are motivated to read both print and digital texts,
they engage in traditional and digital writing, and they see themselves as real readers and
writers" (p. 35). Because this practice of free-choice reading seems to be such a common theme
among many of the resources available on adolescent literacy instruction, the authors of this
paper feel it should be considered one of the most important best practices in adolescent literacy
instruction.
Digital and Media Literacy
Another common best practice mentioned in the literature is teaching media, information,
and digital literacies. With the information world changing rapidly, the need for adolescents to
become multimodally literate is increasingly important. The Common Core State Standards tend
to only incorporate textual literacy into the recommended curriculum, but many authors and
researchers note the importance of teaching multiple literacies so that teenagers can best interact
in the digital world. Teenagers need to not only learn how to use various forms of technology for
communication, but they also need to learn how to digest information and understand media they
encounter.
Moser (2015) states "[d]ue to the increasing information that is easily accessed, it
becomes more imperative that we equip students with the necessary skills and abilities to make
their way through the digital world" (pp. 94-95). Moser then expands on this by giving
recommendations for specific ways to teach digital literacies using web tools such as blogs,
wikis, and video production. In the article titled "What We Know: Planning, Implementing, and
Assessing a Media Literacy-Themed Summer Camp", authors Richardson, Garmer, Mahaney,
Petrillo, & Weber (2016) describe how they ran a short-term literacy program for teenagers in a
library. The authors discussed ways to teach teens about the difference between facts and
opinions, manipulation in advertising, and the creation of information. They also conducted a
qualitative assessment of the program, which showed "an increased awareness of problematic
issues in media" (Richardson et al., 2016, p. 11).
Boyd & Tochelli (2014) discuss multimodality in literacy instruction, arguing that
adolescents can reach a deeper understanding of subjects when presented with multiple media
formats such as print and digital text, audio, and photographs (pp. 302-303). This shows that not
only are multiple literacies important for adolescents' understanding of the world, but teaching
subjects through multimedia can increase students' comprehension of those subject areas. This
approach could be used to simultaneously develop adolescents' literacy skills and form deeper
connections to content areas.

Deeper Connections in Content Areas
As children grow into young adults, having a general understanding of a topic is no
longer sufficient for many situations. Adolescents need to be encouraged to begin making deeper
connections and understandings in specific content areas, so they will be prepared when they are
expected to deeply understand and interpret concepts within their field of study or career as
adults. Acquiring these skills can be challenging, however, because adolescents need to develop
discipline-specific vocabularies and comprehension strategies.
Robinson (2013) addresses these concerns in "Disciplinary Literacy" when they state,
"...strategies need to be directed toward understanding ways of organizing, combining, and
interpreting information that is discipline specific" (p. 29). This suggests that not all subject areas
organize and present information in the same way, so teens must learn methods for analyzing and
comprehending information in each subject they study. In addition, many content areas require
the acquisition of unique vocabulary, so adolescents often need to master these vocabulary terms
before they can fully comprehend texts within the content area. For example, Robinson (2013)
notes that "understanding history requires reading multiple sources to develop understanding of
reality from differing perspectives" and "reading mathematics requires the student to understand
symbols and words that have both specific and general meanings (e.g., prime)" (p. 32).
Hall and Comperatore (2014) recommend that a first step in helping students develop
their reading comprehension and vocabulary is "to empower them to take charge of their literacy
development" (p. 94). This involves letting students self-identify their reading strengths and
weaknesses and set personal goals for improvement. Some strategies that can be employed for
improving literacy skills are encouraging students to ask questions, identify unfamiliar words,
discuss content, use graphic organizers, and relate prior knowledge to new content. Morgan,
Boone, and Higgins (2013) also argue that "[t]ntegrating technology into content area instruction
holds promise for increasing the reading comprehension of struggling readers" (p. 158). It is
important to note, however, that "[s]imply integrating technology for technology's sake does not
assist in learning" (p. 158). The technology used must be meaningful to the content area and
support the student's learning needs. Specific technologies they recommend include using e-
books, handheld devices, and virtual field trips. Using a combination of these strategies, literacy
instructors and teens can work together to monitor and improve literacy development in content
areas.
External Literacy Experience
Adolescents often interact with each other through social media or other forms of
communication outside of school, and understanding these interactions could help steer literacy
instruction into more meaningful directions. Many teens may participate in online forums, write
blogs, create social media posts, text their friends, write in a diary, compose music, or share their
writing at open mic nights. Acknowledging that these interactions are real literacy connections
and providing additional outlets for them both inside and outside of the academic space can help
teens develop a literacy habit that can be sustained into adulthood.
Bomar & Fowler-Amato (2014) discuss the need to expand writing practices in the
classroom to include the variety of writing that teens compose in their daily lives outside of
school, stating "...to support learning, teachers need to find out about students' existing writing
practices...and to design instruction on the basis of what students already understand" (p. 158).
They further note that many of the Common Core and other academic learning standards push
for college and career readiness, which requires competence and experience in many written
genres, but this is often not achieved by the limited range of writing activities in the classroom
(pp. 160-161). They recommend taking an inventory of students' current engagements with
writing outside of the classroom and creating a curriculum which builds on those current skills,
using strategies and practices that are applicable to the real world. Examples of these practices
include writing in journals, keeping a writer's notebook, writing for specific real-world
audiences, and writing in a variety of different print and digital formats.
Drew (2012) recommends pushing past the Common Core State Standards entirely,
because they feel the standards place a ceiling on the types of literacy instruction held in K-12
classrooms. The author argues that the majority of reading teens engage in happens outside of the
classroom and on the internet (p. 321). The say, however, that the Common Core State Standards
for reading do not include the internet as a central or primary text and do not specifically
mention online reading (p. 324). It is vital that we acknowledge the fact that teens engage in
reading online or using digital devices outside of the classroom, so that we can then tailor
literacy instruction to include strategies for developing these skills further.
Issues in Adolescent Literacy
Introduction
Early adolescence presents a whole host of changes and new experiences in the lives of
teens and young adults. While physically they appear to be on the cusp of adulthood, mentally
and emotionally they are still acquiring and refining the necessary skills to successfully integrate
into a highly social, complex, global, and literate society. Ideally, they have successfully
achieved fluency and are developing reading strategies and critical thinking skills to read and
make sense of more academic and technical content. Additionally, at this stage they can create
critical and meaningful connections between what they are reading and personal experiences,
translating this dynamic interaction into cohesive, structured, expressive, and original thought.
These experiences are, of course, ideals. The reality for many teens and young adults can be
much starker. Barriers to access and a lack of understanding by the adults and educators in their
lives about what drives and supports adolescent engagement with literacy jeopardizes not only
the development of their reading and writing skills, but more importantly, their ability to become
successful, engaged adults. Diversity of materials, support of literacy in content education,
barriers to access, availability of research, and the effect of individual choice are all critical
issues affecting adolescent literacy.
Materials that Reflect Individuality
Teens need to see themselves in the books, magazines, and content they interact with
daily. Vaca (1998) indicates that a major part of adolescence is the formation of a unique identity
which is often contextualized by the reading and writing being done by teens and young adults.
Bean & Readence (2002) highlight the role popular YA literature and online spaces have in the
lives of teens as it provides a window through which they can view and make sense of their own
experiences and how they fit into larger societal constructs. Having access to materials that
reflect who they are physically, emotionally, and mentally means giving teens access not only to
books with diverse genres and protagonists, but also ways of engaging with those materials such
as reading the newspaper, writing a blog, or performing poetry.
Challenging adolescents' abilities to find and make connections with materials are
curriculums and assessments which Bean & Readence (2002) emphasize, force adolescents to
read texts they are not interested in or cannot relate to. This does nothing to support the literacy
needs or future success of teens and young adults. Jacobs (2008) goes on to underscore the
danger of not supporting both diverse adolescent literature and modes of literate adolescent
expression in schools, making the point that teens will negatively associate reading and writing
with literacy activities that are forced on them by curriculum standards and policies. Not only
does this breakdown between teens and the curriculum make the task of growing and developing
adolescent literacy in school and academic spaces more difficult, it also creates additional
obstacles for librarians, parents, and other literacy advocates to build a relationship between
young adults and literacy.
Relationships with Academic Literacies
Jacobs' (2008) emphasis on ensuring adolescents develop positive relationships with
academic literacy also highlights the role of content educators in adolescent literacy
development. Although this topic deals directly with the role of literacy education in schools, it
has some very real connotations for why adolescent literacy needs to be supported across teen
“spaces”- schools, homes, and libraries. Vaca (1998) points out that content educators (i.e.
science, math, and history teachers for example) are “strategically” placed to have a major
impact on adolescent literacy skills but have often not received or been provided with the
necessary professional development to successfully integrate literacy skills into their classrooms.
Jacobs (2008) makes the point that this experience often ends in frustration for both the teacher
and the student as the ability to read and critically analyze classroom material can be severely
diminished. With an increasingly technical and specialized labor force, the support of critical
reading and writing skills developed through content education will be essential. Supporting
those critical reading and writing skills will require not only diverse content but also diverse
modes and methods for teens to engage and interact with literacy.
Multiliteracy and Access
The importance and role of multiple literacies or “multiliteracy” in adolescent literacy
education is a major point of contention in adolescent literacy research, specifically the necessity
of digital and critical literacy skills in an increasingly global and technical workforce. Moore,
Bean Birdyshaw, & Rycik (1999), writing the position statement for the 1999 International
Reading Association’s Commission on Adolescent Literacy remark:
Adolescents entering the adult world in the 21st century will read and write more than at
any other time in human history. They will need advanced levels of literacy to perform
their jobs, run their households, act as citizens, and conduct their personal lives. They
will need literacy to cope with the flood of information they will find everywhere they
turn...In a complex and sometimes even dangerous world, their ability to read will be
crucial. (cited in Moje, Young, Readence, & Moore, 2000, p. 400)
Complicating the support and development of adolescents multiliteracies, Braun, Hartman,
Hughes-Hassell, & Kumasi (2014) discuss the existence of a “technology and access gap” that
exist in so many teens' lives due to socioeconomic and racial barriers:
White suburban teens with highly educated parents or with parents in the highest income
brackets...are more likely than their African American urban or rural counterparts to own
a computer, tablet or smartphone. In overall internet use, teens ages 12-17 living in
lower-income and lower-education households are somewhat less likely to use the
Internet in any capacity-mobile or wired. (p. 3)
For many teens in economically depressed situations or areas, the public library will be their
main access not only to digital resources but also a diverse materials collection which may
represent and entice teen interest. However, Braun et al. (2014) discuss a 2012 Public Library
Data Services study that indicated only one third of libraries that responded to the survey had a
dedicated teen librarian to help teens navigate available resources. Without access and guidance,
teens will not have the ability or motivation to engage with critical literacy skills.
Lack of Research
Frustrating for many adolescent literacy advocates is the general lack of research or focus
on adolescent literacy. Vaca (1998), reflecting on the National Assessment of Educational
progress in Reading and Writing published in the late 1990’s, asserts:
[T]he results of NAEP Reading and Writing clearly indicate that we need a literacy
agenda that recognizes and values the developmental nature of reading and writing across
all age groups, not one that is preoccupied almost totally with the literacy learning of
young children. (p. 606)
Part of recognizing this agenda will be focusing resources towards more research and programs
in both academic and community settings that support adolescent literacy. Cart (2007)
emphasizes that “...perhaps as we continue to redefine ‘reading’ in this age of the internet, we
will find that teens are actually doing far more of it than traditionalists have thought” (p. 54).
Indeed Cart (2007), even questioned whether there is an adolescent literacy “crisis” or if adults,
researchers, and literacy educators simply needed to reevaluate how teens are engaging with
digital literacy and non-traditional literacy skills such as blogging and reading online.
Unfortunately, because of the lack of research on adolescent literacy until recently, how
supporters of adolescent literacy education can support the individual literacy needs and
preferences of adolescents in addition to creating inviting and supportive spaces for literacy
education, continues to be an issue. A major component of adolescent literacy is the development
of individual needs and preferences for reading and writing supported, in part, by genre, format,
technology, and “space”. Many look to the role of standardized testing and rigid assessment in
education as a major component in the struggle to get teens reading, writing, and thinking
critically. For literacy educators and professionals “[a] concern over the potentially oppressive
nature of standards can easily become a way to deprofessionalize and control educational
practice” (Moje et al., 2000, p. 408). Indeed, to try and counteract the lack of teen interest in
“school-based academic literacy” many researchers have promoted teaching practices that move
teens from passive to active learners, focusing on literacy as an “inquiry-based process” and
“social activity that is embedded in sociocultural systems” (Jacobs, 2009, pp. 20-21). The reality
that teens view literacy as unnecessary or insignificant means that literacy professionals must
embrace and create spaces where adolescents feel they are supported and can safely explore the
various forms of creating and consuming text. Moje et al. (2000) point out that “...adolescents
want to be viewed as already possessing knowledge and skills and plans for the future...they
want to participate in literacy practices suited to the ways they view their day-to-day lives” (p.
402). Literacy professionals must find a way to balance the standards and requirements placed on
adolescents by the educational system with adolescents' need to be viewed as individuals with
unique stories, interests, and abilities if they are to have a chance at success in a highly literate
society.
Issues Summary
For many teens and young adults, having access to materials that speak to their lived
experiences and reality is critical both in terms of literacy education and identity formation.
Having the ability to deconstruct and creatively connect their own experiences with those of the
characters and main protagonists they encounter in YA literature, blogs, and more gives
adolescents the tools and skills required to make sense of their place in society. This
contextualization will occur through mediums and modes of expressions that can and will be
difficult for the adults and educators in these young people’s lives to understand and analyze.
Yet, it is critical that as literacy educators and supporters, we work to promote and engage teens
with literacy however they use it. Through increased funding, research, and support for the ways
in which teens use and express literate thought and skills, adolescent literacy supporters and
educators can further their understanding and ability to integrate teen interest and preference into
traditional academic spaces and assessment standards. Ultimately, we must recognize that if we
are to give these young people a fighting chance at success in a highly literate and technical
society, helping teens make positive and lasting connections to reading and writing is critical.
Suggested Practices for Library Professionals
Adolescent-Friendly Spaces
Libraries, for anyone, are meant to be safe places and it is especially important that this is
made clear to adolescents. In order for librarians to promote literacy among adolescents, they
must first make sure they have a space where adolescents know they are welcome to visit, to ask
questions, and to explore. The concept of having an adolescent-friendly library is one that
librarians should first consider when considering how to best serve adolescent patrons. All
librarians should make sure that their “libraries are neutral, safe public spaces that provide
opportunities for adolescents to grow intellectually, emotionally, and socially, to develop new
literacies for learning and expression, and to gain workplace preparedness” (Braun, 2014, p. 1).
While many librarians strive to do this, it is particularly vital that they make they make the extra
effort to do this with adolescents because they are one of the most difficult groups to reach.
When libraries manage to convey to their adolescent patrons that they are welcoming,
judgement-free spaces where they can use resources to explore themselves and the world at
large, the library then becomes a vital component of those adolescents’ lives.
The concept of having adolescent-friendly libraries is two-fold. In part, the physical
space of the library must be adolescent friendly. Libraries should not only have unique spaces in
the library specifically dedicated to this patron group, but they should also make sure that
adolescents know they are welcome in any area of the library. While many libraries do make an
effort to create unique spaces “just for them,” they also need to make sure adolescents feel
accepted and welcome in all areas of the library. Since the library can often be viewed as a
smaller version of the community at large, it is important that adolescents feel welcome in all
areas of that community, not just in the places specifically designated for them.
A welcoming, comfortable atmosphere leads to adolescents spending more time in the
library and viewing it as a place where they can truly be themselves. However, with technology
becoming more and more advanced, it is important to keep in mind that “spaces can also be
virtual as well as physical and can exist outside of the physical space of the library” (Braun,
2014, p. 24). While physical spaces are important, virtual spaces dedicated to adolescents should
also be created to meet the needs of those who cannot physically come to the library. So many
adolescents are tapped into technology and use mobile devices, so it is important for library
professionals assessing how their spaces meet adolescent needs to not only consider physical
spaces, but also virtual spaces (social media, blogs, discussion forums, etc.). If adolescents will
not come into the library physically or interact with its online platforms, then it is much more
difficult for the library and its staff to understand and support the literacy needs of that patron
group.
Build positive relationships
While having a welcoming, judgement-free space may get adolescent patrons into the
library, it is only a piece of the equation in terms of how libraries can support adolescent literacy.
In order for libraries to best serve adolescent needs, established trusting, positive relationships
with the adolescent patron group needs to be a top priority for library staff. Having adolescents
come into the library to use the space is one thing, but if adolescents feel that they can not trust
the people working within the building, they will be unlikely to use the library to its full potential
to fulfill their needs. Trust will lead to real conversations, and real conversations will enable
library staff to gain understanding of their adolescent patrons. These conversations strengthen the
bond and trust adolescents have in not only library staff, but in libraries as institutions.
Adolescents will trust all that they offer, and this enables the library to truly get to know its
adolescent patrons and curate collections and programs that specifically target their needs. The
author of The Future of Library Programming for and with Teens: A Call to Action argues:
Library services for and with teens in the future are not librarian-based or book-based or
even place-based. They are centered on relationships—relationships between teens and
library staff, between library staff and the broader community. These relationships result
in connections; connections that allow libraries to create an ever-changing collection of
programs and services that meet the requirements of individual teens and teen groups at
any moment of need (Braun, 2014, p. 11).
Diverse and Inclusive Collections
The fact that adolescent years are some of the most difficult years people go through is no
secret. It is a time of exploration and self-discovery that is often accompanied by secrecy and
embarrassment. Library professionals must strive to keep privacy in mind when dealing with all
patrons, but perhaps even more so for adolescent patrons. Once library professionals succeed in
getting adolescents in the library, they then face the task of getting them to engage with its
resources. It is vital for library professionals to recognize that “perhaps even more than other
patron groups...teens are at risk when they are without materials to help them feel included in
their community” (Rauch, 2011, p. 13). Libraries MUST have diverse, inclusive collections to
meet the needs of adolescents, because the library is often the only place they can obtain the
resources that they desperately need, whether they realize it or not. Having diverse, inclusive
collections is a way the library can directly support adolescents literacy needs by providing them
with a variety of materials they may be interested in reading.
Having a diverse, inclusive collection means a number of different things. First of all, it
means racially diverse collections. Nearly 50% of youth in the United States are of color, and
this includes African Americans, Latino Americans, American Indians, and more. Libraries must
have collections that include resources that include all of these races, because patrons are most
likely to engage with materials that relate the most to them. Library professionals must not be
quick to assume that they have inclusive and diverse collections, because we oftentimes miss
what is so obviously in front of us until we truly take the time to reflect.
In additional to racially diverse collections, libraries must make sure they also have
collections that address topics that are often deemed “inappropriate” and “controversial” by
others. Topics such as GLBTQ, racism, sex, and suicide are just a few of the topics adolescents
struggle with and may seek information on. In her article “GLBTQ Collections Are for Every
Library Serving Teens!” author Elisabeth Rauch argues that GLBTQ resources are one of the
most valuable resources to have in library collections, especially for adolescents:
An important part of adolescence is the self-searching and identity-forming transition,
when teens need to figure out who they are among their friends, family, and society as a
whole. GLBTQ teens often lack the opportunity to form their identities when they are cut
off from resources that could provide the means for them to do this (Rauch, 2011, p.14).
Many libraries face backlash for including resources in their collection considered controversial
by some, but it is important for library professionals to stand up for these resources and
adolescents rights to access them. Even if librarians do not necessarily agree with some of the
materials, for the sake of adolescents needing the materials, librarians should look beyond their
personal views to offer resources that depict all views and needs.
Programming that Inspires and Prepares
Literacy programming, and library programming in general, that specifically targets
adolescents is crucial to helping them develop the multi-literacy skills they need to discover
themselves as people and to help them become prepared for the future. Programming should not
only be about what is recommended by the profession, but it should also be “driven by teens’
passions and interests in each community, and strongly connected to learning a skill of personal,
work, or academic interest” (Braun, 2014, p.16). Ultimately, the main goal for library
programming for adolescents, whether literacy based or otherwise, should “...spur the students'
imaginations, enable them to think and react in a safe setting while exploring some necessary
social areas to provide them a knowledge base in present-day society” (Heller, 2015, p. 22). As
mentioned earlier, building positive relationships with adolescents is vital, and those
relationships play into the success of programming. It is important that adolescents have a voice
in their library. Programming should not be something that is simply created by staff, but rather
something that is “co-created and co-led by library staff, content experts, and teens” (Braun,
2014, p.16).
One of the main goals of libraries interacting with adolescents is to have them recognize
the value the library carries and have them return to the library for assistance and resources, not
only as adolescents, but also as adults. In a world where adolescents are exposed to a wealth of
information on a daily basis, libraries have a unique platform to help them learn how to handle
information and utilize it for their needs. Libraries also play a role in helping adolescents
understand how they fit into society as a whole: “In a society in which some young people are
succeeding and others are being left behind, libraries play a critical role in preparing ALL teens
to be productive, engaged citizens in both their work and personal lives.” (Braun, 2014, p. 13).
Library staff help adolescents discover themselves as not only readers, but as human beings.
Library Program
An example of a library program that supports adolescent literacy development is the
Writing and Robotics Summer Camp at the University of North Carolina at Greensboro. Writing
and Robotics is a companion program offered in conjunction with the Young Writers' Camp at
the UNCG. This two part summer camp is offered for middle and high school students and
integrates textual and digital literacy. During the morning program, campers "...will work with
UNCG faculty, graduate students, NC teachers, and local authors" to create and publish original
pieces of writing "using digital tools such as storyboarding, blogging, and movie-making"
(Young Writers' Camp, para. 1). This portion of the camp will run for two weeks and campers'
written work can vary in format and include fiction (short stories or novels), non-fiction, poetry,
and informational texts. Their culminating project will be a full, original written piece that will
be published on the camp website.
During the second week, campers will spend the afternoon building working robots based
on their writing projects. These robots will be built using Hummingbird Robotics Kits, which are
designed for creating robots using arts and craft supplies such as cardboard, paper, and paint. The
campers will also have the option to use makerspace resources such as 3D printers, sewing
machines, and precision cutting tools as they build their robots. The robots can include multiple
input sensors and outputs, and will be programmed to function using the CREATE Lab Visual
Programmer, which is a visual drag-and-drop computer programming language. This particular

programming language is an excellent building block for sparking an interest in computer
science and building basic skills in computer programming.
Once the campers have completed their robots, they will work with written, verbal, and
visual storytelling tools to create demonstrations of their projects. Each camper will first record a
video which will include a demonstration of the robot's functional capabilities, an explanation of
how the computer program works, an explanation of the physical robotic components, and a
description of how the robot fits into their writing piece. Once the video is completed, they will
then create a Google Slides presentation with a written exposition of each portion. The Slides
presentation will also include photos of the robots, a link to the video, and written reflection
pieces about various aspects of the camp experience. A sample schedule for this program can be
found in Appendix A.
This program will support adolescent literacy and fit with the models of best practices in
two key areas: self-selection and digital literacy. It will also work within the authors of this
paper's recommendations for library professionals by promoting programs that prepare and
inspire, and building positive relationships. Although the recommended practice of self-selection
focuses mainly on reading materials, this program fits within that framework by allowing
campers to choose their own topics and genres for writing. If campers are able to make their own
decisions and choose topics that match their personal interests, they will be more likely to enjoy
the writing experience and spend more time writing and improving their literacy skills. In
addition, the process of identifying individual strengths on the multiple intelligences chart (an
activity completed on the first day of camp, see Appendix A) gives teens the opportunity to
further work toward developing their own sense of identity, which is a crucial step during this
stage of life.
This program also strongly promotes digital and media literacy by integrating technology
and digital media into nearly every part of the reading and writing process. Although the camp
does use some traditional literacy activities such as pen and paper reflective journals and graphic
organizers, it also implements technology throughout the program. Campers will watch videos
and read online to learn about robotics and find information on the specific robotics kit they will
use during camp. They will use robotics and computer programming to visually and digitally
represent ideas and characters they created in their writing. They also have the option to explore
and employ additional technology tools while building the bodies of their robots, which may
require them to search for and read instructions for using these tools. Finally, as a culminating
project, they will use digital media to create videos and online presentations to demonstrate their
work.
This program meets the suggested guidelines for libraries by both inspiring adolescents to
learn new technologies and ways to express themselves and by providing them with the building
blocks of skills that will prepare them for future college and career experiences. Teens in this
program will be exposed to many new kinds of technology and will learn new ways to use these
technologies to express their thoughts, feelings, and knowledge. In addition, while many
introductory computer coding programs focus on abstract concepts, this program will expose
teens to concrete, real-world applications of coding, which will make the language and concepts
easier to learn. This could inspire them to continue to explore these technological outlets for self-
expression in the future as they evaluate possible career paths, particularly those in computer
science. With experts projecting that "...in the next decade there will be about 1 million more
U.S. jobs in the tech sector than computer science graduates to fill them" (Westervelt, 2014,
para. 2), pursuing a career in computer science could be an excellent choice for these teens.
Librarians will also have the opportunity to build relationships with the teens attending
this program. Over the course of the week, the librarians acting as camp facilitators will work
one-on-one with each of the teens as they build their robots. They will also discuss their writing
pieces with them and help them work on ways to further develop their ideas. Several activities
during the program will also require teens to reflect on their own personal interests, abilities, and
strengths. Providing a safe and welcoming environment in which teens can explore these
thoughts will place the librarians in a position of trust with the teens. Once this trust and
relationship is established, the teens will hopefully feel more comfortable approaching the
librarians for help in the library. In turn, the librarians will be better able to evaluate the needs of
the adolescent population and provide appropriate and valuable resources for them in the future.
References
Centers for Disease Control and Prevention. (2017, January 3). Young teens (12-14 years of age).
Retrieved from https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/
adolescence.html
Guilford County Schools. (2017). Personalized learning. Retrieved from
http://www.gcsnc.com/pages/gcsnc/Parents_Students/Academics/Personalized_Learning
Guthrie, J. T., & Metsala, J. L. (1999). Literacy in North America. In D. A. Wagner, R. L.
Venezky, & B. V. Street (Eds.), Literacy: An international handbook (pp. 381–384).
Boulder, CO: Westview Press.
Westervelt, E. (2014, February 7). A push to boost computer science learning, even at an early
age. North Carolina Public Radio: All Tech Considered. Retrieved from
http://www.npr.org/sections/alltechconsidered/2014/02/17/271151462/a-push-to-
boost-computer-science-learning-even-at-an-early-age
Young Adult Library Services Association. (n.d.). Teen Demographics Infographic. Retrieved
From http://www.ala.org/yalsa/sites/ala.org.yalsa/files/content/TeenDemographics
_Infographic.pdf
Young Writers' Camp. (n.d.). Retrieved from http://www.youngwriterscampuncg.com/

Annotated Bibliography
Refinement (Adolescent Literacy) Description
Davidson, J., & Koppenhaver, D. (1993). Adolescent literacy: What works and why. New York:
Garland.
This book is a very helpful resource that discusses the development of adolescents and literacy.
The authors argue that adolescence is an important time of a young person’s life where they’re
experiencing a lot of changes; literacy helps them cope and adjust to these changes. Language
complexities are being shaped and adolescents are starting to discover who they are as a person
and what they desire to do with their lives.
Moore, D., Bean, T., Birdyshaw, D., & Rycik, J. (1999). Adolescent Literacy: a position
statement. Journal of Adolescent & Adult Literacy, 43(1), 97-112. Retrieved from
http://www.jstor.org/stable/40017055
This article explained a lot about adolescent’s ability to read and their need to continue to learn
more. The authors discuss how adolescents are now able to adjust their reading speed according
to what they’re reading and they have developed a refined taste for reading and literature.
Adolescents are able to build on what they already know about reading to be able to read more
complex texts.
Moje, E., Overby, M., Tysvaer, N., & Morris, K. (2008). The Complex World of Adolescent
Literacy: Myths, Motivations, and Mysteries. Harvard Educational Review, 78(1),

107-154. Retrieved from http://www.hepgjournals.org/doi/abs/10.17763/haer.78.1.
54468j6204x24157?code=hepg-site
This article goes into a lot of detail about adolescents and the myths associated with their choices
related to reading. It is very long and detailed giving different perspectives on adolescents. I
found it to be quite interesting and helpful for this topic. I enjoyed specifically what the article
had to say about texts from social networks and how this allows adolescents to build social
capital.
McGeown, S., Duncan, L., Griffiths, Y., & Stothard, S. (2015). Exploring the relationship
between adolescent’s reading skills, reading motivation and reading habits. Reading &
Writing, 28(4), 545-569. https://login.libproxy.uncg.edu/login?url=http://search.ebs
cohost.com/login.aspx?direct=true&db=eue&AN=101362788&site=ehost-live
This article includes a study that was done on adolescents to examine group differences like
gender, age, and ability in reading motivation and habits. This study was interesting to read about
and the conclusions drawn from it seem very likely and relevant.
Chance, R. (2008). Young adult literature in action: A librarian's guide. Westport, Conn:
Libraries Unlimited.
This book is helpful for learning about how librarians can work with adolescents. It is divided
into chapters with different types of genres and how to make them appeal to adolescents. Chance
also discusses all types of issues and how books can speak to students when it comes to that
issue.
Best Practices
Bomar, R., & Fowler-Amato, M. (2014). Expanding adolescent writing: Building upon youths'
practices, purposes, relationships, and thoughtfulness. In K. A. Hinchman & H. K.
Sheridan-Thomas (Eds.), Best practices in adolescent literacy instruction (154-168). New
York: The Guilford Press.
This chapter reviews the idea that adolescents engage in many forms of writing outside of the
classroom in a non-academic setting. The authors argue that it is important for literacy
instructors to acknowledge this writing experience and build upon it to create a curriculum which
will engage students in a variety of writing genres to best prepare them for their future college or
career. They provide examples of teaching methods instructors can use to discover the types of
writing students are already engaged in, as well as methods for building variety into the
curriculum.
Boyd, F. B., & Tochelli, A. L. (2014). Multimodality and literacy learning. In K. A. Hinchman &
H. K. Sheridan-Thomas (Eds.), Best practices in adolescent literacy instruction
(291-307). New York: The Guilford Press.
In this chapter within a larger edited book, the authors present a discussion on the importance of
multimodal approaches to teaching and literacy instruction. They argue that presenting
information to students in multiple formats (such as print and digital text, audio, photos, and
video) helps students reach a deeper understanding of the content area.
Creel, S. (2015). The impact of assigned reading on reading pleasure in young adults. The
Journal of Research on Libraries and Young Adults, 6(1). Retrieved from http://www.
yalsa.ala.org/jrlya/2015/02/the-impact-of-assigned-reading-on-reading-pleasure-in-
young-adults/
This article describes research findings from a survey of over 800 adolescents. The findings
describe a statistical correlation between free-choice reading and reading satisfaction rates in
adolescents. The author notes that these findings add to an already strong collection of research
and data that suggests that adolescents enjoy reading more and show a greater interest in reading
when they are given free choice over reading materials.
Drew, S. (2012). Open up the ceiling on the common core state standards: Preparing students for
21st-century literacy-now. Journal of Adolescent & Adult Literacy, 56(4), 321-330.
Retrieved from http://www.jstor.org/stable/23367702
The author of this article argues that the Common Core State Standards fail to meet the literacy
needs of students in the ever-changing global and digital environment in which they are learning.
She offers suggestions for strategies teachers can implement to expand students' literacy
experiences beyond those included in the CCSS.
Fang, Z. (2012). Approaches to developing content area literacies: A synthesis and a critique.
Journal of Adolescent & Adult Literacy, 56(2), 103-108. Retrieved from
This article identifies the concern than many students in upper grades lack the ability to read and
write proficiently in various academic content areas. The author recommends four approaches to
addressing this problem, providing an explanation and critique of each approach with evidence,
practices, and strategies for integrating these into literacy programs.

Hall, L. A., & Comperatore, A. (2014). Teaching literacy to youth who struggle with academic
literacies. In K. A. Hinchman & H. K. Sheridan-Thomas (Eds.), Best practices in
adolescent literacy instruction (291-307). New York: The Guilford Press.
The authors of this chapter discuss the struggles many adolescents face when developing literacy
skills within academic disciplines. They define reading identities and make recommendations
for how these identities can be used to help adolescents understand their own literacy strengths
and weaknesses. They also recommend frameworks for guiding teens as they set personal goals
for literacy improvement and develop strategies to better their academic literacy skills.
Hinchman, K. A., & Sheridan-Thomas, H. K. (2014). Best practices in adolescent literacy
instruction. New York: The Guilford Press.
This book is a widely accepted text offering a comprehensive view of best practices in
adolescent literacy instruction, with the updated second edition addressing the newly adopted
Common Core State Standards. The book uses ideas presented by multiple scholars within the
field to offer explanations of instructional strategies for classroom teachers to encourage
adolescent literacy development.
Kittle, P. (2013). Book love: Developing depth, stamina, and passion in adolescent readers.
Portsmouth, NH: Heinemann.
This book makes recommendations for teachers and schools to help teenagers develop their
reading abilities through high school. The author explores her experiences as a high school
English teacher and literacy coach and offers her views on the literacy status of most high school
students. She then describes specific strategies that teachers can implement in their own
classrooms to better develop their students' literacy skills and encourage a lifelong reading habit.
Morgan, J. J., Boone, R., & Higgins, K. (2013). Integrating technology in content area
classrooms to support reading comprehension. In R. T. Boon & V. G. Spencer (Eds.),
Adolescent literacy: Strategies for content comprehension in inclusive classrooms
(29-48). Baltimore, MD: Paul H. Brookes Publishing Co.
The authors of this chapter in an edited book on content comprehension in inclusive classrooms
focus on using technology to help struggling readers better comprehend texts within content
areas. They discuss the theory behind using technology in the classroom, as well as potential
mistakes instructors might make when first working with technology. They also recommend
specific technology tools to use in the classroom to improve content area comprehension.
Moser, J. (2015). Digital literacy: Writing biographies. In V. Yenika-Agbaw & T. Sychterz
(Eds.), Adolescents rewrite their worlds (93-110). Lanham, MD: Rowman & Littlefield.
This is an article in an edited book about using literature to guide the writing process in middle
grades. The author discusses the changing definition of literacy in the information age and the
importance of digital literacy for young people. The chapter makes recommendations for
teaching proper access, use, and creation of digital information, including specific tools and
strategies for language arts classrooms.
Richardson, P., Garmer, N., Mahaney, E., Petrillo, L., & Weber, R. (2016). What we know:
Planning, implementing, and assessing a media literacy-themed summer camp. The

Journal of Research on Libraries and Young Adults, 7(3). Retrieved from http://www.
yalsa.ala.org/jrlya/wp-content/uploads/2016/11/Richardson_What-We-Know_Final.pdf
This article details a media literacy summer camp for teenagers run by librarians at the Florida
Institute of Technology. The article includes a literature review in which the authors note the
need for media consumption education, information literacy, and digital literacy. It then explains
how they ran the camp, with specific details of activities and goals for each day, and reviews an
assessment they conducted at the conclusion of the week.
Robinson, S. M. (2013). Disciplinary literacy. In R. T. Boon & V. G. Spencer (Eds.), Adolescent
literacy: Strategies for content comprehension in inclusive classrooms (29-48).
Baltimore, MD: Paul H. Brookes Publishing Co.
In this chapter of a larger work on strategies for content comprehension, the author explores
difficulties in adolescent literacy development in academic disciplines. The author explains
problems that face students while trying to learn within content areas, such as the need for
discipline-specific comprehension strategies and vocabulary, and then makes recommendations
for techniques that literacy instructors and teens can use to improve literacy skills.
Smith, C., & Scuilli, S. (2011). "I can't believe we read this whole book!" How reading for their
own purposes affected struggling teens. The English Journal, 101(2), 30-36. Retrieved
from http://www.jstor.org/stable/41415422
This article uses examples from classroom literacy teachers to show that self-selected reading
materials are important for student interest in reading and learning, especially for struggling or
remedial readers. The author describes specific scenarios, lessons, and units that could be
implemented in the classroom to help teenagers become more interested in and engaged with
reading.
Issues and Concerns
Bean, T.W., & Readence, J.E. (2002) Adolescent literacy: Charting a course for
successful futures as lifelong learners, Reading Research and Instruction, 41:3, 203-209.
doi:10.1080/19388070209558366
This article provides historical examples of curriculum and policy that have impacted the
adolescent literacy movement since the early 1990’s . The authors suggest that issues of identity
and globalization will have major impacts on how future curriculum and research on adolescent
literacy is developed and applied.
Cart, M.. (2007). Teens and the Future of Reading. American Libraries, 38(9),
52-54. Retrieved from https://login.libproxy.uncg.edu/login?url=http://search.
ebscohost.com/login.aspx?direct=true&db=llf&AN=502924504&site=ehost-live
This article examines how a greater emphasis on adolescent literacy in schools, research, and
public libraries may positively reframe the current state of adolescent literacy in the United
States. The author looks at how expanding the definition of what it means to “read” and focusing
on reading for pleasure will impact teen literacy going forward.
Jacobs, V. A. (2008). Adolescent literacy: Putting the crisis in context. Harvard Educational
Review, 78(1), 7-39, 278. Retrieved from https://login.libproxy.uncg.edu/login?
url=http://search.proquest.com/docview/212342486?accountid=14604
This article works to frame the current “crisis” of adolescent literacy in an historical and
pedagogical context. The author identifies reframing the roles of content and literacy educators
and how adolescent literacy is positioned in traditional reading stages as critical to improving the
state of adolescent literacy.
Moje, E., Young, J., Readence, J., & Moore, D. (2000). Commentary: Reinventing adolescent
literacy for new times: Perennial and millennial issues. Journal of Adolescent & Adult
Literacy,43(5), 400-410. Retrieved from http://www.jstor.org/stable/40017077
This article addresses the need for serious and continued support of research and study into the
literacy needs of adolescents. The authors review issues facing adolescent literacy including the
role of technical and critical literacy skills in developing a successful future workforce,
embracing multiple modes and forms of literacy access and expression, and the role of content
educators and content literacy in developing adolescent literacy. Issues of identity and space are
also addressed including the importance of an individualized approach to adolescent literacy.
Vacca, R. (1998). Literacy issues in focus: Let's not marginalize adolescent literacy.
Journal of Adolescent & Adult Literacy, 41(8), 604-609. Retrieved from
This article presents an argument that issues in adolescent literacy have been overshadowed by
debates and issues occurring in early literacy development. The author argues that it is
imperative that policies and research support and curriculum prepare adolescents and young
adults to successfully interact in a world that values critical and diverse literacy skills.
Library Support (Collections, Facilities, Programming, and more)
Ackroyd, J.L. (2014). The Evolution of a Traditional Library to a Learning Commons. Teacher
Librarian, 42(2), 25-28. Retrieved from https://login.libproxy.uncg.edu/login?url=http://
search.ebscohost.com/login.aspx?direct=true&db=eue&AN=100092126&site=ehost-live
This article presents a new, high school librarian’s experience in converting a traditional, high
school library with relatively low attendance into an innovative learning commons overflowing
with students and teachers. The author (the teacher) argues that in order to get adolescents in the
library reading, studying, and more, it is important for the library to be a space welcoming and
conducive to exploratory activities. She gives examples on how libraries can go about doing this
with a limited budget and space restrictions.
Braun, L.W., Hartman, M. L., Hughes-Hassell, S., & Kumasi, K. (2014). The Future of Library
Programming for and with Teens: A Call to Action. Young Adult Library Services
Association. Retrieved from http://www.ala.org/yaforum/sites/ala.org.yaforum/files
/content/YALSA_nationalforum_final.pdf.
This handout calls for action among public and school librarians. Adolescents make up a
significant portion of library patrons and if library professionals do not begin to transform to
meet the needs of this patron group, they as a generation are greatly at risk. The authors explain
what areas of library services are in need of transformation and how library professionals can go
about assessing adolescent patrons’ needs and adjusting their collections, spaces, and
programming accordingly.
Heller, M.J., & Storms, A. (2015). Sex in the Library. Teacher Librarian, 42(3), 22-25.
Retrieved from https://login.libproxy.uncg.edu/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=eue&AN=101109246&site=ehost-live
This article discusses two teens services librarians and their experience in promoting the library
as a place for teens to access vetted resources application to sexual education and creating
programming to accompany these resources. It argues that adolescent years are exploratory for
most, and it is important for libraries to support these information needs by providing resources
and programs as support. In addition to collection diversity and programming, the article also
discusses the need to build positive relationships with teens and to make the library a welcoming
place.
Jacobson, L. (2015). A Bridge to Literacy. School Library Journal, 61(11), 28-33. Retrieved
from https://login.libproxy.uncg.edu/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=llf&AN=110642709&site=ehost-live.
This article discusses the experiences of public librarians in building literacy among minority
youth through collection development, relationship building, and programming. The librarians
built relationships with these patrons to recognize their needs and gain their feedback in what
could be done to get the teens to engage with other patrons and library resources. Using the
librarians’ experiences as examples, the author proposes different methods librarians can take to
develop more engaging collections, programs, and spaces for minority youth.
Rauch, E. W. (2011). GLBTQ Collections Are for Every Library Serving Teens!. Teacher
Librarian, 39(1), 13-16. Retrieved from https://login.libproxy.uncg.edu/login?url=http://
search.ebscohost.com/login.aspx?direct=true&db=eue&AN=525577616&site=ehost-live
This article article examines why it is important for library collections to include GLBTQ
resources specifically for adolescents. The author argues that adolescent years are some of the
most difficult, and it is often a time of exploration and self-discovery paired with secrecy. The
author argues that it is vital for libraries to have diverse collections that include resources on
difficult topics, even if there isn’t necessarily statistics to support the need, because many
adolescents are reluctant to ask about the items. Bigger picture, this article supports the idea that
libraries need to have diverse collections to support all literacy needs of adolescents--if there
aren’t resources that support their need, they will lose trust in the library as a place of support,
and if they can’t comprehend what they are reading due to lack of diversity (items at their
reading level, for example) they will continue to feel isolated by society.
Appendix A
Writing and Robotics Sample Camp Schedule
Monday:
12:30-12:45 - Introduce camp staff/campers
● Ice-breaker activity
○ Name alliteration game (Lovely Lily, Marvelous Matt)
○ Two truths and a lie
12:45-1:00 - Introduce to the space and resources available
● Tour of the library or makerspace, tools available for robotics construction
1:00-1:30 - Introduce the capabilities of Hummingbird Robotics
● Presentations of staff robots (modeling what campers will create for Friday presentations)
○ Google Slides presentation
○ Graphic organizer examples
● What is a robot?
○ Start a brainstorm list of “What is a robot?”
■ Write down responses on post-it notes, and post it on the chart (an
alternative to this would be a web tool such as Padlet)
● Organize common ideas
○ Watch video https://www.youtube.com/watch?v=6iJu9-8pjcQ
■ Write down new responses of “What is a robot”
○ Write examples of things in the world that are robotics
○ Watch video https://www.youtube.com/watch?v=DB5JSOiK6LE
1:30-2:30 - Split campers into small working groups

● Hardware of the robotics kit
○ Introduce Smore chart https://www.smore.com/wauyp
○ Show each part of the kit
● Demonstrate how to attach components
● Program using Create Lab Visual Programmer
○ Difference between expressions and sequences
■ What is an expression?
■ How to attach and light a single color LED
■ How to vary the brightness of the LED in the Programmer
■ How to control the LED (on / off) with light sensor
■ Setting up a sequence for LED on
■ Need to set up an expression for LED off (0)
2:30-2:45 - Break - snack / drink
2:45- 3:00 - Multiple Intelligences exploration / identification
● Campers self-identify their places on intelligence chart - can use this information
later to approach other campers for help with parts of project
○ Example: Jane needs a symbol painted for her superhero robot, so she asks
Joe for help because he identified himself as "Visual/Art" smart
3:00 - 3:45 - Robotic challenges (work in pairs)
● Using a RGB LED and motion sensor, change the color from red to blue when distance is
closer
● Make a servo move from 45, 90, 135 degrees in sequence when a sound is detected, with
3 seconds in between each movement

● Using light sensor, make a motor turn clockwise very fast for 10 seconds, stop for 3
seconds, and reverse counter-clockwise, very slow for 10 seconds and stop
○ Expression for clockwise fast
○ Stop - 0
○ Expression for counterclockwise slow
○ Stop - 0
● With potentiometer, play a recorded sound when you turn the dial up.
3:45-4:00 - Write reflections in journal
● I have learned…
● I can…
● I am good at…
● I haven’t managed…
● I don’t understand…
● I have difficulty with…
Tuesday:
12:30-12:45 - Review reflections from the previous day
● Ask for volunteers if anyone wants to share their reflections
12:45- 1:15: - Begin design process
● Work on graphic organizer and plans for robotics project (do as a group first)
○ Storyboard/graphic organizer example on large chart paper
■ Mickey Mouse
■ http://video.disney.com/watch/sorcerer-s-apprentice-fantasia-
4ea9ebc01a74ea59a5867853
Describe your character/scene Illustration of character /scene
● Quotes ● Draw your robot / diorama
● Physical description ● Label how you will use different
● Personality components in your robot
● Actions
List of Components
❏ Hummingbird Inputs
❏ Hummingbird Outputs
❏ Art supplies
❏ Additional technologies needed
❏ Sign up sheets for tool use (3D printer
/ cricut / sewing machine)
1:15 - 1:45 - Campers create own graphic organizers in their journals
● Staff work with individual campers to approve designs / ask challenging questions
1:45 - 2:30 - Begin building and programming
● Plugging in your components to the board
● Start programming
2:30-2:45 - Break - Snack/Drink
2:45-3:45 - Continue programming and attaching components

● Can start basic build if needed to troubleshoot programming
3:45-4:00 - Write reflections in journals
Wednesday:
12:45-2:30 - Individual work on robots
● Add components to the box/setting
● Add visual / decoration / skin to your robot
● Campers ask other campers for help when needed based on multiple intelligence
identifications
2:45-3:45 - Work on building robots
Thursday:
12:45-2:30 - Individual work on robots
● Campers ask other campers for help when needed based on multiple intelligence
identifications
2:45-3:45 - Complete robots

Friday:
11:00-12:00 - Present written work and robots at Young Writers' Camp
12:30-4:00 - Video creation, Google Slides creation, and final written reflection pieces
● Basic template for presentations
○ What does the robot do?
○ What was your design/programming process?
○ How does it relate to your writing?
○ What worked well?
○ What was hard?
○ What did you learn?
4:00-4:45 - Robot gallery showcase and presentations for family

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Running Head: ADOLESCENT LITERACY DEVELOPMENT PROJECT

Group 6 Summary: Adolescent Literacy Development Project

Lillian Carden, Morgan Ritchie-Baum, Hannah Welborn, & Carly Winfield

University of North Carolina at Greensboro

Description of Literacy Level ……………………………………………………………….……3

Description of Literacy Level

Early adolescence is a critical time in the development of the literate individual

personal experiences” (p. 101).

Literacy learning depends on their physical, cognitive, and socioemotional development.

share the same interests.

Guthrie and Metsala (1999) describe adolescent literacy as needing to comprehend

to the world of the written word” (p. 17).

point in their life.

Best Practices in Literacy Instruction

Self-Selection of Reading Materials

individuality in a safe and supportive environment. This practice of self-selection results in

they are more interested in what they are reading.

texts by teachers or parents.

Digital and Media Literacy

Assessing a Media Literacy-Themed Summer Camp", authors Richardson, Garmer, Mahaney,

issues in media" (Richardson et al., 2016, p. 11).

connections to content areas.

Deeper Connections in Content Areas

As children grow into young adults, having a general understanding of a topic is no

discipline-specific vocabularies and comprehension strategies.

"...strategies need to be directed toward understanding ways of organizing, combining, and

External Literacy Experience

teens develop a literacy habit that can be sustained into adulthood.

audiences, and writing in a variety of different print and digital formats.

literacy instruction to include strategies for developing these skills further.

Issues in Adolescent Literacy

successful, engaged adults. Diversity of materials, support of literacy in content education,

issues affecting adolescent literacy.

Materials that Reflect Individuality

as reading the newspaper, writing a blog, or performing poetry.

young adults and literacy.

Relationships with Academic Literacies

Jacobs' (2008) emphasis on ensuring adolescents develop positive relationships with

Multiliteracy and Access

The importance and role of multiple literacies or “multiliteracy” in adolescent literacy

Reading Association’s Commission on Adolescent Literacy remark:

crucial. (cited in Moje, Young, Readence, & Moore, 2000, p. 400)

Complicating the support and development of adolescents multiliteracies, Braun, Hartman,

exist in so many teens' lives due to socioeconomic and racial barriers:

Internet in any capacity-mobile or wired. (p. 3)

on adolescent literacy. Vaca (1998), reflecting on the National Assessment of Educational

progress in Reading and Writing published in the late 1990’s, asserts:

young children. (p. 606)

education, continues to be an issue. A major component of adolescent literacy is the development

Suggested Practices for Library Professionals

The concept of having adolescent-friendly libraries is two-fold. In part, the physical

A welcoming, comfortable atmosphere leads to adolescents spending more time in the

Build positive relationships

even place-based. They are centered on relationships—relationships between teens and

in connections; connections that allow libraries to create an ever-changing collection of

any moment of need (Braun, 2014, p. 11).

Diverse and Inclusive Collections

with a variety of materials they may be interested in reading.

what is so obviously in front of us until we truly take the time to reflect.

most valuable resources to have in library collections, especially for adolescents:

An important part of adolescence is the self-searching and identity-forming transition,

Programming that Inspires and Prepares

Literacy programming, and library programming in general, that specifically targets