Colvin invited me to discuss with her the University's Language, Literacy, and Culture program. I have never doubted my decision to pursue this path. I am fortunate to have Dr. Colvin as an adviser. She challenged and encouraged me, and thoughtfully guided my literacy interests and research development. I also thank my committee members. Each generously provided me time for conversation and critique-and book loans (which I promise to return). Additionally, I thank Dr. Linda Fielding and Dr. Vanessa Shelton for their support. As a classroom teacher, I recognize the many ways my own students inspired me to explore digital spaces and adolescent literacies. I also thank the spirited students and dedicated classroom teacher who participated in my study and allowed me to share their school worlds. I am also grateful to my colleagues in the Cedar Rapids Community School District. Often, I sought insight from Dr. Deb Aldrich, Dr. Michael Ayers, and Theresa Fettkether, and I thank this trio of academic wingmen for their friendship, wisdom, and encouragement. I also thank Kara Asmussen and the members of the Kennedy High School English language arts department whose company makes each school day joyful. Finally, I thank my Haynes-Moore parents and families, a fine and funny group from whom I never cease to learn. I owe special gratitude to my husband Michael; he is a remarkable classroom teacher and generous friend. In the throes of my final writing days, Michael reminded me to eat and sleep-important details. And throughout the last six years, a period during which I lived a busy double life as teacher and student, he supplied humor, unlimited kindness, and unwavering support.
Changing notions of literacy impact and complicate ways in which English language arts educators adapt curriculum in meaningful ways for students. In this paper, I position scholastic journalism as authentic, 21st It is a wintery Saturday morning and a small group of student writers and editors wait outside Publications Room 70 eager for me to unlock the school door. The group is ready to work. They century ELA coursework. I provide an historical overview of scholastic journalism. I emphasize impacts of media law, emergent technologies, and redesigned school literacy goals to the ways in which scholastic journalism negotiates acceptance within ELA curriculum.
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