Insights Into Engaged Literacy Learning: Stories of Literate Identity

Beach, Sara Ann; Ward, Angela

doi:10.1080/02568543.2013.767290

Cited by 9 publications

(7 citation statements)

References 23 publications

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“…These literacies embrace multiple modes, including print, oral language, visual arts, and dance. Learners who participate in different contexts develop a literate identity in each context that is dynamic and grounded in their own views of their competence within that setting (Beach & Ward, 2013).…”

Section: Our Diverse Teammentioning

confidence: 99%

Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers

Beach¹,

Nyirumbe²,

Monk³

et al. 2020

The Reading Teacher

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The International Literacy Association is a global advocacy organization, and literacy is viewed as a human right worldwide. This department highlights research and research‐to‐practice at the international level to bring global best teaching practices to the forefront. Topics may include best practices for literacy instruction in Europe or other continents/countries, partnership and collaborative projects between international schools/teachers, and advocacy.

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Section: Our Diverse Teammentioning

confidence: 99%

Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers

Beach¹,

Nyirumbe²,

Monk³

et al. 2020

The Reading Teacher

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“…The school, the teacher, and the opportunity to practise writing in class are the factors that have the greatest influence on students learning written language and developing the identity to see themselves as writers, according to Beach and Ward (2013). Students' perceptions of themselves as writers, about others and about the classroom context contribute to written language learning (McCarthey, 2001).…”

Section: Writing In Relation To Students With Intellectual Disabilitiesmentioning

confidence: 99%

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2020

JPR

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Reading and writing can be seen as two sides of the same coin but have different demands for the writer and the reader to handle. The aim of this article is to focus on writing, how to create texts when students have intellectual disabilities and how students with intellectual disabilities have improved their writing skills through an intervention study. Writing will be highlighted from different perspectives, mostly about how writing can be supported through a structural way of working. When it comes to reading and reading difficulties, many studies have been done from different aspects of these topics. Most of these studies are among students with typical intellectual development.Studies about writing development and difficulties are fewer in number than studies about reading, but these are also mostly about children with typical development. When it comes to students with intellectual disability, studies about reading are rare and even rarer when it comes to writing. With this article, we will shed light on how writing difficulties can occur in general development and also when students have intellectual disability. The intervention study presented in this article will give some examples of how teachers can support every student's writing development.

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“…Abodeeb-Gentile and Zawilinski (2013), for example, define literate identity as "a sense of self that is ever-changing according to positions that are taken up and resisted, which are linked to membership in a group, and are related to literacy practices" (p. 36). Readers-vulnerable and otherwise-enact different reading identities in different environments and at different times, constrained by the identities available to them in those contexts (Beach & Ward, 2013;Hicks, 1996). Observers can fully understand readers' identities only if they analyze the activity occurring within and across these contexts (Frankel, early online publication).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Bella Here and There: Forming and Re-Forming Identities Across School Contexts

Jaeger

2018

Reading & Writing Quarterly

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Bella is perky, petite, and wide-eyed. The daughter of a beautician, she has long, dark hair which she manages with an assortment of colorful bands, some decorated with glitter. Yet Bella is no girly-girl. One day she came to school wearing new sport shoes but assured me that she had no interest in maintaining their tidy appearance if that meant she had to avoid the high-energy schoolyard games she enjoys. She was also quick to tell me that she struggled with English vocabulary and expected to learn many new words as we worked together. Excerpted from field notes taken soon after I met her, this is my most vivid memory of the nineyear-old girl whom I tutored throughout her fourth-grade year. But other distinctive aspects of her identity emerged in the various contexts in which I observed and interacted with Bella (pseudonym). Approaches to literacy development that assume a core identity across contexts are problematic, and the study on which this article is based, addresses this problem by tracking Bella's learning across school settings. There is much to be learned about children like Bella from an analysis of her experiences and responses to those experiences. As such, the purpose of this article is twofold: (a) to describe how Bella constructed and expressed her identities and affective states in the various school environments within which she was taught. The behaviors she demonstrated appeared to reflect her lived experience (Esteban-Guitart & Moll, 2014): thoughts, emotions, reactions to those around her, and the level of comfort-or discomfort-she felt in school spaces. (b) to link what is known about Bella to the education of other children who struggle with literacy Bella was both an emergent bilingual and a vulnerable reader and these attributes influenced her experience in important ways. I employ the term emergent bilingual rather than English learner because it emphasizes what these learners retain (their first language) as well as what they gain (additional

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Insights Into Engaged Literacy Learning: Stories of Literate Identity

Cited by 9 publications

References 23 publications

Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers

Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers

Untitled

Bella Here and There: Forming and Re-Forming Identities Across School Contexts

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