Toward a More Anatomically Complete Model of Literacy Instruction: A Focus on African American Male Adolescents and Texts

Abstract

In this article, Alfred Tatum argues that the current framing of the adolescent literacy crisis fails to take into account the in-school and out-of-school challenges confronting many African American male adolescents today, particularly those growing up in high-poverty communities. Using the metaphor of literacy instruction as a human body, he argues that in the absence of sound theory about the importance of texts for African American male adolescents, even the best instructional methods will fall flat, like a body without a head. He offers a more anatomically complete model in which instructional methods are governed by theories about how literacy can help young men of color respond to their immediate contexts, and in which professional development gives legs to these methods by preparing teachers to engage all students. Finally, in a case study of one Chicago youth, Tatum illustrates both the power that relevant texts can hold for young men of color and the missed opportunities that result when students do not encounter such texts in their schools.

Critical Influences That Encourage Adolescent Boys to Engage in Leisure Reading

“…One mother believed her son, who had been held back several times before eighth grade because of low reading competency, would be dead or in prison within three years if he didn't become a better reader (Tatum, 2008).…”

“…Texts that lack this connection are reacted to with hostility, suspicion of brainwashing, and viewed as potential attacks on identity and masculinity (Kirkland, 2011;Tatum, 2006). Tatum (2008Tatum ( , 2006 calls the positive literature "enabling texts." An enabling text "is one that moves beyond a solely cognitive focus -such as skill and strategy development -to include a social, cultural, political, spiritual, or economic focus" (Tatum, 2008).…”

“…Tatum (2008Tatum ( , 2006 calls the positive literature "enabling texts." An enabling text "is one that moves beyond a solely cognitive focus -such as skill and strategy development -to include a social, cultural, political, spiritual, or economic focus" (Tatum, 2008). For…”

“…They contribute to a healthy psyche, focus on a collective struggle, provide a road map for being, doing, and acting, and provide modern awareness of the real world (Tatum, 2008).…”

“…In-school factors and out-of-school factors function in concert with students' external and internal resources, and they all combine to impact their literacy development" (Tatum, 2008).…”