Reflections on adolescent literacy as sociocultural practice

Abstract

Purpose This paper aims to discuss the concept of “literacy” within the new literacy, new literacies and library and information science (LIS) discourses. It proposes widening the prevailing LIS conceptualization of adolescent literacy, which focuses largely on information literacy in academic settings, to a broader, information practice-based, sociocultural framing that encompasses the full range of adolescents’ everyday life contexts. Design/methodology/approach The author presents a literature review and personal reflection on a series of adolescent information activities to show the value of framing the LIS discourse on adolescent literacy within a broader sociocultural perspective. Findings Based on the discussion, the author proposes a framework for future investigations of adolescents’ literacy practices that views adolescent literacy as fundamentally social and communicative; multiformat; multicontextual; multigenerational; and culturally situated. Originality/value A broader sociocultural approach to the LIS information literacy discourse can lead to deeper understanding of the co-constructed and collaborative nature of adolescents’ new literacies practices. It can also enable stronger recognition of the impact of power and privilege on adolescent literacy practices. Finally, this essay shows the value of reflecting on adolescent information activities for challenging narrow views of literacy and highlights the social embeddedness of new literacies activities in adolescents’ everyday lives.

Approaches for supporting adolescents’ reading motivation: existing research and future priorities

“…The growing availability of technology-supported reading resources has brought with it the possibility for digital materials to be used to support adolescents' reading motivation. Recent research has indicated that the emergence and expansion of digital literacy environments supports the growing diversity of adolescents' literacy experiences Sun, 2019, 2022;Agosto, 2022). In the current review, 3 publications examining the effectiveness of technologysupported interventions in the classroom were identified.…”