Purpose – To examine the ways in which video supported an interdisciplinary literacy intervention for struggling high school students in reengaging youth in school and developing academic literacy. Methodology/approach–This chapter draws on an ongoing qualitative case study of the two classrooms that comprise the high school literacy intervention, presenting strong inductive themes as to the central goals of the program and the role of video in facilitating those goals. Findings – Video was a crucial resource in a type of “spiral curriculum” (Bruner, 1996) that explored a relevant and engaging year-long theme by moving students from informal reflection and discussion to formal academic writing. Practical implications – Video can be a crucial resource for helping teachers rethink what texts and topics “count” in the literacy classroom. For students positioned as “at risk,” this move can help a literacy classroom to reframe students’ academic identities and find relevant contexts for developing academic literacy.
- Adolescent literacy