Shaping our literate lives: Examining the role of literacy experiences in shaping positive literacy identities of doctoral students

Abstract

The purpose of this study was to examine the ways in which literacy histories and present literacy experiences of doctoral students shaped their literacy identities. Data were collected through surveys, interviews, and visual identity representations. This paper focuses on the literacy stories of two doctoral students with positive literacy identities. Findings suggest that participants valued literacy as a social learning experience from an early age through higher education. These social experiences with reading and writing can take many forms and can be embraced in various home and school contexts. Additionally, these findings highlight the need for schools to create and nurture such experiences across all grade levels, through multiple forums, which may lead to positive literacy identities.

Sharing Stories: Reflections of Professors’ Literacy Identities and Beliefs

“…Through this interactive process we hoped to examine our own beliefs and identities, the role they played in our practices, and how we might improve our practices. Researchers suggest identities can be examined and understood through sharing personal stories (Howard, Myers, Adams-Budde, & Joliff, 2017;Compton-Lilly, 2013;McKinney & Giorgis, 2009). In examining our own literacy experiences, beliefs, and identities, we used our stories to better investigate our "sense of self."…”

“…Research shows that identity stories can take many forms such as interviews (Drake et. al, 2001) artistic representations (Adams-Budde, Howard, Jolliff, & Myers, 2014;Howard et. al, 2017;Bustle, 2004;Hayik, 2012;Ives & Juzwik, 2015) and narratives (Williams, 2003).…”