Boys, Books, and Boredom: A Case of Three High School Boys and Their Encounters With Literacy

Sarroub, Loukia K.; Pernicek, Todd

doi:10.1080/10573569.2013.859052

Cited by 21 publications

(5 citation statements)

References 23 publications

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“…An important task for literacy teachers, in light of this, would be to mediate between vernacular literacy practices and literacy practices in school. Although this message has been emphasized in earlier literacy studies on minorities (Mui & Anderson, 2009;Purcell-Gates, 2013;Sarroub, Pernicek & Sweeney, 2007), struggling and reluctant male readers (Sarroub & Pernicek, 2016;Smith & Wilhelm, 2004), as well as the working classes (McTavish, 2007;Scholes, 2019Scholes, , 2020, the voices of the rural working-class males in this study emphasize the need for this message to be repeated. This especially concerns the need for literacy teachers to acknowledge the literacy learning that the rural working-class children carry with them to school.…”

Section: Discussionmentioning

confidence: 54%

Rural Working-Class Males in Sweden and Reading: Processes for Re-appropriating Written Culture

Asplund

Goodson²

2022

L & L

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This article explores the intersection of place-based reading practices of rural working-class males and reading practices in school. Life story interviews have been conducted with six men in different ages (age 19-63) living in a rural region in Sweden, focusing on their reflections on their own relation to reading across a life span from the standpoint of the present. The analysis shows that there is a unique combination of factors at work when rural working-class men culturally re-appropriate written culture in ways that are sympathetic, and socially acceptable to a manual working-class culture. These factors include the processes of oralising and manualising and are often related to things learned in specific ancestral heartlands.

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Section: Discussionmentioning

confidence: 54%

Rural Working-Class Males in Sweden and Reading: Processes for Re-appropriating Written Culture

Asplund

Goodson²

2022

L & L

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“…There is previous evidence that print‐based reading activities and preferences fall along gendered lines. For example, scholars have found differences among students’ reading choices based on gender (Benton, ), have classified boys as reluctant readers (Sarroub & Pernicek, ), and have reported that girls read more than boys do globally (Organisation for Economic Co‐operation and Development & United Nations Educational, Scientific and Cultural Organization, ). These gendered identities seem to persist in digital spaces also.…”

Section: Discussionmentioning

confidence: 99%

What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students’ Reading, Writing, and Communication in Digital Spaces

2016

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The online reading, writing, and communication practices of students have been of significant interest to literacy researchers and teachers throughout the last several years, as insights into what students are currently doing in and outside of school can inform what they can be expected to know and be able to do in digital environments. Yet, little is known about the online activities, perceptions, preferences, and skills of preadolescent students. The present study reports the performance of 1,262 fourth and fifth graders on the Survey of Internet Use and Online Reading. Results were analyzed to determine whether there are gender differences in preadolescent students’ Internet activities, perceptions, preferences, and skills. Findings from descriptive and comparative analyses of students’ responses indicate that (a) preadolescent students in this study are moderately skilled at online search, evaluation, and communication tasks, with females scoring significantly higher on digital tasks than males; (b) preadolescent students engage in many digital tasks more frequently in school than outside of school; (c) despite reporting a preference for using the Internet, preadolescent students believe that it is more difficult to use it than to read a book, and believe that they would learn more from a book than from the Internet; and (d) there is a significant gender difference in students’ skills and confidence related to digital tasks, and students’ perceptions of their own skills may not align with their achievement on digital skills–based tasks.

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“…Influenced by their experiences with school literacies, some students view reading as a way of being, a set of characteristics that one either possesses or does not (Finders, 1996; Frankel, 2016; Hall, 2012; Kirkland, 2011). 2 To this end, students in remedial classes are well aware of the subject positions they inherit—those of struggling or deficient readers—by virtue of their compulsory membership in such spaces, even when these subjectivities contrast with their own self‐concept (Brooks, 2017; Frankel, 2016; Gomez, 2004; Sarroub & Pernicek, 2016). In their interactions with texts, students’ desires to be seen as competent readers by their peers and teachers prove influential (Hall, 2010); from this vantage, failure on reading assessments can translate as a personal failure for students (Houchen, 2013).…”

Section: Secondary Reading Intervention and Remediation Approachesmentioning

confidence: 99%

Reading in “Purgatory”: Tactical Literacies in a Remedial Reading Class

Masterson

2020

Reading Research Quarterly

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I detail findings from an ethnographic study of a high school remedial reading class, with a particular focus on students’ perceptions of what it means to be literate and how their mandatory enrollment in the course impacted their identities. Compounding students’ experiences was the existence of a high‐stakes reading examination that all students in the district must pass to graduate high school. Findings describe the contrast between school literacies that students learn in class and their own literate practices, which neither youth nor their teacher recognized as literacies, as well as the functioning of the remedial reading class as a sort of “purgatory” that holds and segregates students, the majority of whom are students of color and/or from marginalized socioeconomic backgrounds, for semesters on end. Still, students employed tactical literacies to subvert the teacher’s directives and reclaim their time. These findings suggest that common approaches to remediation may be a cause of youth disinterest in reading and that youth literacies may be leveraged in service of broader literacy goals, although the school must first acknowledge them.

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Boys, Books, and Boredom: A Case of Three High School Boys and Their Encounters With Literacy

Cited by 21 publications

References 23 publications

Rural Working-Class Males in Sweden and Reading: Processes for Re-appropriating Written Culture

Rural Working-Class Males in Sweden and Reading: Processes for Re-appropriating Written Culture

What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students’ Reading, Writing, and Communication in Digital Spaces

Reading in “Purgatory”: Tactical Literacies in a Remedial Reading Class

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