Amy Petersen Jensen

TL;DR: In this paper, the authors explore the possibilities of teaching and learning through multiple-literacies in an arts environment, and argue that young people can become critical and active agents in their interactions with new media.

TL;DR: In this paper, the authors report the outcomes of the first three years of an ongoing participatory action research (PAR) project that brought together literacy and content-area teacher educators, finding that the collaborative activities allowed participants to embrace broad notions of text and literacy that are useful in making sense of disciplinary aims and pedagogy.

TL;DR: This article described the experiences of a group of teacher educators as they worked together in a collaborative research activity investigating theories of literacy and the preparation of secondary teachers, which was organized around the precepts associated with participatory action research (PAR).

TL;DR: In this article, the authors consider if and how the National Core Arts Standards (NCAS) and Social Emotional Learning (SEL) are applied to the arts education and find that SEL is beneficial for arts education.

Abstract: Reform efforts sparked by reports like Reading Next (Biancarosa & Snow, 2006) and Time to Act (Carnegie Council on Advancing Adolescent Literacy, 2010) have motivated state and district leaders to increase their efforts with regard to reading and writing instruction for adolescents. These documents advocate for increased attention to the decoding, fl uency, vocabulary, and comprehension needs of all adolescents, particularly those who struggle to read and write. Educators working from these documents have striven to organize their curricula in such a way as to promote these general literacy skills. For example, secondary schools that have organized professional learning communities (PLCs) often focus their work almost entirely on adolescents’ achievement as measured by reading and writing assessments (Hargreaves, 2007). On the surface, this focus seems both reasonable and necessary; after all, we need a literate citizenry. However, as adolescents confront increasingly complex texts both in and out of school, general print literacies may not be suffi cient to enable them to make sense of nuanced disciplinary representations and arguments. We worry that current reform efforts may lead to a literacy that is too narrow to allow adolescents to fully engage in exploration, selfexpression, and problem solving. While learning to read and write general print texts consisting of words, sentences, and paragraphs is essential for participation in society, it is often not enough. Participation