부산대학교 도서관

School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher‐created and validated survey to ask middle and high school teachers about their self‐efficacy toward adolescent literacy based on various professional characteristics, such as years of experience, teaching grade levels, content area, and taking the state‐required literacy courses. Findings note that certain disciplines are more efficacious toward specific literacy practices, and taking state‐required literacy courses is insignificant. Our implications are written for literacy scholars and teacher educators to revisit the premise and promise of the 2017 ILA Standards for K‐12 literacy professionals, emphasizing the importance of being cognizant of our strengths and highlighting the need for collaborating and learning with and from teachers of all disciplines. School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. [ABSTRACT FROM AUTHOR]