“We developed ID to help students find their voices and engage with texts that connect them to goals larger than themselves.”

–Dr. Alfred W. Tatum

Why ID?

All adolescents struggle to define themselves as they question the world and their place in it. In the ID program, students use reading and writing workshops to discover their identities and mark their place in the world with their own voices and vision.

The program’s compelling texts and rigorous writing activities prepare students for the academic challenges ahead and inspire belief in their own possibilities.


Dr. Alfred W. Tatum

Dr. Alfred Tatum is interim dean, professor of curriculum and instruction, and director of the Reading Clinic at the University of Illinois at Chicago's Collegue of Education. After beginning his career as an eighth-grade teacher, Dr. Tatum became a reading specialist. He is the author and academic advisor of Scholastic’s high-school reading and writing program ID voice: vision: identity.

Dr. Tatum has authored over 60 publications, including Fearless Voices: Engaging a New Generation of African American Adolescent Male Writers (Scholastic 2013), which builds on years of research and practice in adolescent literacy development.

My work aims to address all students as strong thinkers who deserve access to the texts and tools with which to frame ideas, formulate opinions, and address the big issues of our time. We developed the ID to help students find their voices and engage with texts that connect them to goals larger than themselves.

Dr Tatum

ID Literacy Collaborative

ID is Built on Passionate Yet Practical Goals for Students. In developing the ID program, Dr. Tatum drew on his research and the success of his summer literacy institute. Based on a collaborative model and classroom experience, ID workshops approach literacy development as a rich, dynamic collaboration between teachers and students. A simple resource with a profound promise, the ID Literacy Collaborative follows three principles:


1
Students work
with enabling texts

Enabling texts are relevant, meaningful books that resonate with young readers and form a textual lineage. Enabling texts build an intellectual culture in which young people learn to believe in themselves as smart, creative and capable human beings.

2
Students use writing as
a mode of social action

An honest and unapologetic approach to writing, Raw Writing empowers students to ask challenging questions, give different perspectives, and get others involved in acting on issues that affect families, communities and the world.

3
Students use four
foundational platforms
to help define themselves

Dr. Tatum’s four platforms provide progressively broader contexts for intellectual development, beginning with establishing individual identity and expanding to envisioning oneself as an active participant in society at large.

Common Core

ID Workshops Achieve Common Core Objectives. In keeping with the Common Core State Standards (CCSS), ID workshops marshal the full strength of rich language—reading, writing, speaking and listening—and include a wide range of literate activity required by CCSS:

  • Write in three modes: Arguments to support claims, explanatory texts to convey information and narratives to describe events
  • Produce clear, organized writing appropriate to task, purpose and audience
  • Assess how point of view shapes the content and style of a text
  • Analyze the cumulative impact of word choices on meaning and tone
  • Demonstrate increasing sophistication in all aspects of language use
  • Use a full spectrum of research skills
  • Download Alignments