Despite decades of research on social contexts and cultural practices, contemporary literacy education policies often frame the teaching of literacy skills—and especially adolescent literacy skills necessary for college and career success—as if they can be understood separate from the purposes, audience, and contexts in which they are made meaningful. Culture, context, and social interaction play roles in understanding young people’s literacy skill development and learning. The field has learned from studies of youth culture that emphasize the role of reading, writing, composing, and communicating with multiple media. Taken together, these varied studies imply how we might better engage young people; help them understand the relevance of learning to read, write, compose, and communicate with proficiency; and prepare them to build their own social futures.
An International Review to Characterize the Role, Responsibilities, and Optimal Setting for Health Literacy Mediators
