A case study of the figured worlds of outcast students: the positioning of adolescent literacy and identity in school

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Penny Annette Crooks (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Colleen Fairbanks

Abstract: As a growing body of research, adolescent literacy goes beyond early literacy development to study the continuing literacy development of adolescents. A significant influence on this research, sociocultural theory extends understandings of literacy through examinations of social influences, identity development, and meanings of literacy practices. This research examines how outcast adolescents' literacy practices mediate participation and positioning in a school's social worlds. How secondary English classrooms promote literacy, how different adolescent identities make meaning of these literacy practices, the figured worlds adolescents participate in, and the literacy practices adolescents adopt out-of-school help to inform how identity and literacy work to position two girls in the multiple figured worlds they navigate. Findings reinforce theoretical implications of identity, New Literacy Studies and Adolescent Literacy.

Additional Information

Language: English
Date: 2014
Adolescent literacy, Outcasts
Reading (Secondary) $v Case studies
Teenagers $x Books and reading $v Case studies
Marginality, Social $v Case studies
Identity (Psychology) in adolescence $v Case studies

Email this document to