Compiled to help staff developers, administrators, teachers, and policy makers reexamine current literacy practices and reimagine how they can work with each other and with parents and community members, this collection of 22 previously published articles from various professional journals and one new article offers examples of how educators can revitalize their efforts for teaching middle school and high school students, and form a better understanding of youth cultures and adolescents' everyday lives. Developed as an extension of the International Reading Association's "Adolescent Literacy: A Position Statement," the volume focuses on four commitments the editors believe are critical to achieving results for adolescent literacy learners: literacy access for all students, challenging and supportive instruction, comprehensive and collaborative programs, and reimagining adolescent literacy learning. After an introduction by the editors, essays in section one, "A Commitment to Literacy Access for All Students" are: "Combining Enablement and Engagement to Assist Students Who Do Not Read and Write Well" (Mary F. Roe); "An Effective (and Affordable) Intervention Model for At-Risk High School Readers" (Cynthia Fischer); "Against Marginalization and Criminal Reading Curriculum Standards for African American Adolescents in Low-Level Tracks: A Retrospective of Baldwin's Essay" (Alfred W. Tatum); "What Middle and High School Educators Need to Know About Language Minority Students" (Elizabeth G. Sturtevant); and "A Library for Ophelia" (Marsha M. Sprague and Kara K. Keeling). Essays in section two, "A Commitment to Challenging and Supportive Instruction," are: "Discovering Readers in the Middle Level School: A Few Helpful Clues" (Gay Ivey); "Motivating Secondary School Students to Read Their Textbooks" (Barbara L. McCombs and Mary Lee Barton); "One Teacher's Use of Computers and Technology: A Look Inside a Classroom" (Mary Santerre); "Writing Portfolios: Active vs. Passive"