NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1050178
Record Type: Journal
Publication Date: 2014-Dec
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1175-8708
Three Planes of Practice: Examining Intersections of Reading Identity and Pedagogy
Bernstein, Malayna
English Teaching: Practice and Critique, v13 n3 p110-129 Dec 2014
This paper reports on a project that examined teachers' reading identities and explored ways in which those identities were manifested in reading pedagogy and were adopted by students. The paper focuses on one purposively selected teacher and his class. Tom Ziegler's personal and pedagogical practices were deeply aligned, and his students appeared to "take up" many of his literacy practices as their own. In this way, I examine reading identity on three planes: 1) Tom's narrative account of how his reading identity developed over the course of his life; 2) how Tom's reading identity manifested itself in his reading pedagogy; and 3) how students--whose life histories were very different from Toms'--adopted many of his literacy practices.
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A