Intergenerational Conversations and Two Adolescents' Multiple Literacies: Implications for Redefining Content Area Literacy.

Abstract

regularly uses art, music, and a host of other options to engage students in a deeper understanding of events depicted in their textbook, World History: Patterns of Civilization (Beers, 1991). Kristen, my 12-year-old daughter, is in our converted garage that serves as an office writing a science report about protists on our aging home computer. Kristen regularly uses writing to chronicle her experiences and think about them. She writes stories, essays, and notes to friends, and uses writing as a way of organizing her world. Through intergenerational conversations with my coauthors Shannon and Kristen, I began to see that we have defined content area literacy too narrowly. This narrow view of what it means to be literate leads to a crisis mentality and simplistic solutions to very difficult challenges facing adolescents today. In this article, we first consider how literacy experts and society usually define what it means to be a literate reader and writer. We then explore a concept about literacy I call functionality through the voices and views of Shannon and Kristen. I decided to use the term

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