Writing and Identity: The Discoursal Construction of Identity in Academic Writing

Piller, Ingrid; Ivanič, Roz

doi:10.2307/417105

Cited by 62 publications

(117 citation statements)

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“…I curriculum dominerer en neoliberal literacysubjektivitet, der mestrer den globale vidensøkonomi (Krejsler, 2021), mens man i literacyforskningen kan se en stigende interesse for den enkelte skrivers udvikling (se Jakobsen & Krogh, 2019) med vaegt på et selvstyrende og designende literacysubjekt. Begrebet identitet har laenge vaeret en vigtig analytisk linse i literacyforskning (se Gee, 2000;Rowe, 2008;Ivanič, 1998Ivanič, , 2004. I den sociokulturelle forståelse af identitet er individet decentreret -en social konstruktion, der eksisterer gennem sine relationer til andre og altid i en bestemt kontekst (Murris, 2016, s. 85).…”

Section: Posthuman Subjektivitetunclassified

Affektiv literacy og digitale teknologier

Jensen

2023

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Denne artikel handler om literacy og digitale teknologier – om hvad det vil sige at skrive og læse i en digitaliseret hverdag. Med begrebet digital literacy diskuterer artiklen digitaliseringens implikationer for uddannelse, danskundervisning og hverdagens skrivere og læsere. I et posthumant perspektiv argumenteres for nødvendigheden af at udvikle mere nuancerede og adækvate tilgange til digital literacy. For at det kan ske, er det nødvendigt dels at udfordre forestillingen om den autonome, selvstyrende skriver og læser, dels at gøre op med den bag-vedliggende humanistiske og antropocentriske forståelse af digitale teknologier. Med afsæt i affektteorien er målet at etablere en affektiv og postkritisk literacy. Artiklens bud på en opdateret digital literacy i uddannelse og danskundervisning er en respons-abilitet, der ikke først og fremmest handler om at designe, analysere og kritisere, men mere om at træde i et etisk og affektivt forhold til teknologi.

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Section: Posthuman Subjektivitetunclassified

Affektiv literacy og digitale teknologier

Jensen

2023

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“…Defining identity for analytical purposes is difficult because we often embody multiple kinds of identities, roles and subjectivities while at the same time possessing a stable sense of selfhood (Gee 1999;Ivanic 1998;Moje & Luke 2009). The social sciences in general and the New Literacy Studies perspectives share common ideas about identity.…”

Section: Identitymentioning

confidence: 99%

A critical multimodal discourse analysis of drawings to ascertain identity and self-concept

Strauss¹,

Tolmen²,

Bipath³

2022

South African Journal of Childhood Education

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Children's expression through narrative and drawings reflects their experiences, knowledge, and what they want to reveal about themselves. Relationships with family members, caregivers, peers and others are pivotal for young children to thrive. For children to achieve a positive self-identity, Schaffer (2006:83) suggests, 'factors such as -age, gender, religious background, ethnicity, Background: Within the multilingual context of KwaZulu Natal (KZN), learners in Grades 1-3 are taught in their native language which is isiZulu. From Grade 4, English or Afrikaans becomes the medium of instruction. Yet, many parents prefer that their children be taught in English. It is the assumption that young learners' self-concept and identity affect English language learning and academic achievement. Aim:The study analysed the interplay between self-concept, and identity in Grade 1's literacy practices. Setting:The study was conducted in a Grade 1 class in KZN, South Africa. Methods:The study drew on Critical Multimodal Discourse Analysis (CMDA) to collect, analyse and interpret data. Four participants were purposefully chosen to participate in the study. Data were generated from children's drawings and online interviews. Results:The findings showed how learners' self-concept and identity were influenced by their family contexts, and feelings experienced in homes. This study suggests that primary caregivers and teachers create spaces for literacy practice to increase learners' self-concept and identity as speakers and writers of English. Using alternative communication strategies allow learners to (1) think more deeply about what they value, (2) gain an understanding of who they are in relation to their family members and ( 3) reveal what their cultural preferences are. Conclusion:The study argues that besides peripheral factors, including family, teachers, and the community, children's self-concept and identity are influenced by their experiences within their social sphere, including school. The study recommends further research to explore teachers influence on young children's self-concept as English Second Language speakers. Contribution:The study's contribution towards knowledge is captured through CMDA to discover and understand learners' self-concept and identity as English language speakers and writers.

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“…This model sees writing not as a set of technical skills but as a set of meaning-making practices situated within particular social contexts (Lea and Street, 1998;Barton and Hamilton, 2000). The use of 'literacies' in the plural emphasizes the diversity of communication practices (Goodfellow, 2005) that are entangled within the concept of academic writing, including power relationships and the close link between writing and identity formation (Ivanič, 1998;Haggis, 2004;Macaro and Wingate, 2004;Gourlay, 2009). Such a theoretical perspective focuses not only on writing itself and the resultant texts but also on the ideologies, values and social context surrounding academic writing and what these mean to the writer.…”

Section: Mcculloch and Horákmentioning

confidence: 99%

What we talk about when we talk about writing: exploring how English for Academic Purposes teachers and learning developers conceptualise academic writing

McCulloch

Horák

2019

jldhe

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Two main groups of staff currently provide writing support to students in British universities. These staff typically enter their roles from a range of professional backgrounds and, consequently, may hold different professional identities and understandings of what academic writing is. Although there is a body of research on teacher identity and on lecturers’ conceptualisations of writing, few studies have compared the views and identities of English for Academic Purposes (EAP) teachers and learning developers. The current study set out to investigate whether these two groups perceive academic writing in similar or different ways, and why. We undertook a small-scale study, interviewing eight participants at two universities, half from a post-1992 institution and the others from a research-intensive, high-ranking university. While participants varied in their definitions of writing, common themes emerged, lying on a spectrum from an autonomous, text-based, to an academic literacies perspective on writing. To establish the influences on these perspectives, we investigated the participants’ sense of identity as an academic writer, how they learned writing themselves and any influences on them from theory. Neither the EAP teachers nor the learning developers identified strongly as academic writers, despite all holding postgraduate qualifications and some having published their writing. Most reported little to no training in how to write academically themselves, and few mentioned any theoretical stance in their approach to helping students. Although some clustering around particular conceptualisations of writing was observed, we did not find strong evidence that the participants belong to two different ‘tribes’.

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Writing and Identity: The Discoursal Construction of Identity in Academic Writing

Cited by 62 publications

References 0 publications

Affektiv literacy og digitale teknologier

Affektiv literacy og digitale teknologier

A critical multimodal discourse analysis of drawings to ascertain identity and self-concept

What we talk about when we talk about writing: exploring how English for Academic Purposes teachers and learning developers conceptualise academic writing

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