20 for 2020 and Beyond

Additional Resources

• Black, R.W. (2009). English-language learners, fan communities, and 21st-century skills. Journal of Adolescent & Adult Literacy, 52(8), 688–697. doi:10.1598/JAAL.52.8.4
• Callow, J. (2017). "Nobody spoke like I did": Picture books, critical literacy, and global contexts. The Reading Teacher, 71(2), 231–237. doi:10.1002/trtr.1626
• Chapman, T.K., Hobbel, N., & Alvarado, N.V. (2011). A social justice approach as a base for teaching writing. Journal of Adolescent & Adult Literacy, 54(7), 539–541. doi:10.1598/JAAL.54.7.8
• Ciardiello, A.V. (2004). Democracy's young heroes: An instructional model of critical literacy practices. The Reading Teacher, 58(2), 138–147. doi:10.1598/RT.58.2.2
• Edmondson, J. (2004). Reading policies: Ideologies and strategies for political engagement. The Reading Teacher, 57(5), 418–428. www.jstor.org/stable/20205380
• Fredericks, A.D., Rasinski, T.V., & Ritty, J.M. (1991). Working with parents: Single-parent families: Tips for educators. The Reading Teacher, 44(8), 604–606. www.jstor.org/stable/20200749
• Hill, K.D. (2013). Welcoming Taye: How his English teacher embraced an African American transfer student in an affluent suburb. Journal of Adolescent & Adult Literacy, 57(4), 319–328. doi:10.1002/jaal.242
• Hutchison, A.C., & Colwell, J. (2014). The potential of digital technologies to support literacy instruction relevant to the Common Core State Standards. Journal of Adolescent & Adult Literacy, 58(2), 147–156. doi:10.1002/jaal.335
• Johnson, N.J., Koss, M.D., & Martinez, M. (2018). Through the sliding glass door: #EmpowerTheReader. The Reading Teacher, 71(5), 569–577. doi:10.1002/trtr.1659
• Larrotta, C., & Ramirez, Y. (2009). Literacy benefits for Latina/o parents engaged in a Spanish literacy project. Journal of Adolescent & Adult Literacy, 52(7), 621–630. doi:10.1598/JAAL.52.7.7
• Ortiz, R.W., & Ordoñez-Jasis, R. (2005). Leyendo juntos (reading together): New directions for Latino parents' early literacy involvement. The Reading Teacher, 59(2), 110–121. doi:10.1598/RT.59.2.1
• Parsons, S.A., Malloy, J.A., Parsons, A.W., & Burrowbridge, S.C. (2015). Students' engagement in literacy tasks. The Reading Teacher, 69(2), 223–231. doi:10.1002/trtr.1378
• Pescatore, C. (2007). Current events as empowering literacy: For English and social studies teachers. Journal of Adolescent & Adult Literacy, 51(4), 326–339. doi:10.1598/JAAL.51.4.4
• Rasinski, T.V., & Fredericks, A.D. (1990). Working with parents: The best reading advice for parents. The Reading Teacher, 43(4), 344–345. www.jstor.org/stable/20200384
• Vaughn, M., Parsons, S.A., Gallagher, M.A., & Branen, J. (2016). Teachers' adaptive instruction supporting students' literacy learning. The Reading Teacher, 69(5), 539–547. doi:10.1002/trtr.1426
• Wolk, S. (2009). Reading for a better world: Teaching for social responsibility with young adult literature. Journal of Adolescent & Adult Literacy, 52(8), 664–673. doi:10.1598/JAAL.52.8.2
• Zuidema, L.A. (2005). Myth education: Rationale and strategies for teaching against linguistic prejudice. Journal of Adolescent & Adult Literacy, 48(8), 666–675. doi:10.1598/JAAL.48.8.4