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In recent years, there have been significant changes in our environment for learning, requiring new approaches to instruction in educational settings/fora. We have moved to an increased use of multimodal [...]

This article provides a research basis and practical applications for the inclusion of multicultural literature as a component of SEL programming. Multicultural text selections not only allow young adolescents to see themselves and others through the characters, but they also provide students with the opportunity to take part in activities and discussions that can help foster their social awareness development. I also provide suggestions of picture books, graphic novels, poetry, and novels, along with a list of applicable children's literature awards.

What does it mean to "read between the lines?" In today's society, print and nonprint texts may contain explicit or implicit messages promoting specific ideologies or biases, and future teachers need to be able to teach their students to read between the lines. Two teacher educators conducted a qualitative study in their literacy methods courses to determine if using a critical literacy graphic organizer would enable the preservice teachers to read more critically, uncover the sociopolitical issues underlying some children's literature, and realize the potential for classroom discussions around these issues. Results indicated that although the critical literacy graphic organizer guided the preservice teachers to gain new understandings about messages contained within children's literature, they experienced struggles with some aspects of a critical literacy approach.

With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students' learning. Based on our findings, we conclude with a series of questions for a research agenda. [ABSTRACT FROM AUTHOR]

Students in intermediate and middle level grades are often caught up in the exciting visual images and auditory stimuli that are a part of all their everyday communication and learning experiences. As a group of students who are growing intellectually and socially in the midst of, and through, predominantly media messages, they require reading and writing activities that integrate these forms and support connections between their in and out of school experiences. Research indicates that media can be used to facilitate literacy learning. It is important for preservice and practicing teachers to consider the reasons and framework for including media in literacy activities, the forms and applications that are most productive for learning, and the processes for integrating media for reading and writing lessons. The purpose of this article is to provide insight into planning everyday literacy instruction using media forms.

This article describes the Voices of American Teens project in which seventh grade reading students were engaged with multicultural short stories. The steps taken to select texts and prepare materials for the projects are explained, and the project's implementation is described. Examples from students' projects and written responses demonstrate how young adolescent readers connected with the characters to learn about cultural diversity. (Contains 6 figures.)

Recent surveys conducted by the Pew Research Center (Purcell, Heaps, Buchanan, & Friedrich, 2013) and the Bill & Melinda Gates Foundation (2015) provide evidence that teachers are using more technology and digital tools in their instruction. Purcell et al. (2013) reported that 97% of the teachers responded that they used a projector connected to laptop, desktop computer, or other digital device, and the Bill & Melinda Gates Foundation survey (2015) indicated that 93% of the respondents used some form of technology on a regular basis. [ABSTRACT FROM AUTHOR]

The article focuses on the establishment of professional learning communities (PLC) with community schools. Focus is given on a study by three education department faculty members wherein three PLC were formed on the topics of formative assessment, developing math sense and the effects of poverty on teaching and learning. Factors leading to successful PLC include the importance of providing guidance, allowing autonomy and building a sense of community.

This article describes the implementation of a Professional Learning Community (PLC) that involved a university faculty member working with middle school language arts teachers to engage in the study of formative assessment. The investigation identified several factors that contributed to the successful establishment of the group as well as challenges noted by the researcher. The members of the group engaged in active participation that involved changes in their instructional practices and collaboration among the members. [ABSTRACT FROM AUTHOR]

This article describes a study which was conducted in order to determine how action research could help master's candidates transform from classroom teachers into future reading specialists ready to utilize the research process in their school settings. The action research concept was taken directly from existing master's programs at the university and integrated into a recent master's degree for reading specialists. Utilizing surveys to collect data at the beginning, mid-point, and end of the research project, the researcher has been able to identify ways to support and guide the candidates as they undertake their action research projects. [ABSTRACT FROM AUTHOR]

The article discusses several models for classroom reading instruction. It cites the comparison of various literacy models which include the Balanced Literacy Program, the Language and Literacy Framework, and the Guided Comprehension Model. It also highlights the factors to be considered in choosing an instructional model.

The purpose of this study was to examine how at-risk seventh grade females responded to images of heterosexual relationships depicted in magazine advertisements before and after media literacy instruction incorporating deep viewing (Pailliotet, 1999). Participating in this case study were seven young adolescent females identified as at-risk. Data were gathered from the pre- and post-instruction interviews, physical artifacts, the researcher's field notes, and written follow-up responses. The results of this study documented increases in the females' understandings of advertising concepts following the media literacy instruction. In addition, it was concluded that the girls who were able to read the advertisements more critically were also more skilled in comprehending non-media texts. This investigation demonstrated that media literacy instruction within middle school classes should be developed, as skills involved in the analysis of media texts are similar to effective comprehension skills utilized with non-media texts. [ABSTRACT FROM AUTHOR]

The article focuses on developing vocabulary in middle schools through picture books. Picture books consist of texts in which the words and the illustrations work together to tell a story and present a content. Some teachers in the middle school use picture books to foster an enjoyment for reading and make connections to other content areas.

Presents a rationale for incorporating activities that examine multiple perspectives of seventh-graders. Guidelines for preparation of instruction; Description of multiple perspectives activities used within a seventh-grade reading classroom; Implications for instruction with a multiple perspectives approach.