Reconciling content literacy with adolescent literacy: Expanding literacy opportunities in a community‐focused biology class

Abstract This case study examines how adolescents’ fluidity in engaging multiple literacies and varied texts can be used to enhance learning of school subjects. Eighteen high‐school students were enrolled in a six‐week summer biology course that blended classroom instruction with visits to biology‐related workplaces. Working without a textbook, students were free to select any text sources needed to complete their community‐focused projects. Results indicated students placed a high reliance on human resources and the Internet, with limited use of print sources. Given evidence of modest to substantial conceptual understanding and high student satisfaction, educators may need to reconsider the role of print text in acquisition of content knowledge within the scope of adolescent literacy.