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ERIC Number: EJ1119714
Record Type: Journal
Publication Date: 2016-Nov
Pages: 17
Abstractor: As Provided
ISSN: ISSN-2381-3369
Dangling Literate Identities in Imagined Futures: Literacy, Time, and Development in a K-6 Classroom
Buchholz, Beth A.
Literacy Research: Theory, Method, and Practice, v65 n1 p124-140 Nov 2016
Using data from a 4-year longitudinal ethnography in a multiage classroom, this study followed one "struggling" reader/writer from his first day of kindergarten into first grade in order to explore how time shapes young children's beliefs about reading and writing as well as constructions of literate identities. Using mediated discourse analysis (MDA) and timescale analysis to unpack the social interactions in this rich case, I consider the social construction of temporality in this classroom and, more specifically, the juxtaposition of diverse productions of time across sites of engagement. Findings suggest that the spatiotemporal matrix grounding classroom literacy interactions is neither static nor predetermined; it is produced within intersecting discourses, historical bodies, and artifacts that children and adults draw on during a moment of interaction. Significantly, rethinking the spatiotemporal matrix in schools offers possibilities for reclaiming the "struggling" child's literate identities.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A