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ERIC Number: EJ1218966
Record Type: Journal
Publication Date: 2019
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1938-8071
EISSN: N/A
Disrupting Storylines: A Case Study of One Adolescent's Identity, Agency, and Positioning during Literacy Tutoring
Frankel, Katherine K.; Fields, Susan S.
Literacy Research and Instruction, v58 n3 p142-163 2019
Despite evidence that youths' literacy practices and identities are important contributors to literacy learning, studies of secondary literacy instruction often focus on understanding classroom storylines from the perspectives of teachers and schools. The purpose of this case study was to examine how one youth, Leo, shaped the storyline of his one-on-one literacy tutorials by attending to his deviations from his tutor's storyline. Framed by theories of identity, agency, and positioning, findings indicate that deviations were acts of agency that manifested as collaborative authoring or improvisation and provided insights about Leo as a reader, writer, and person. Findings highlight the situated and collaborative nature of meaning-making and the importance of theoretically grounded literacy instruction that attends to how students negotiate their positions in relation to teachers' storylines.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Junior High Schools; Middle Schools; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A