"I Am the Rock Goddess of Lyrics": Writerly Identities of Adolescents Returning to School

Autor/in	Bickerstaff, Susan
Titel	"I Am the Rock Goddess of Lyrics": Writerly Identities of Adolescents Returning to School
Quelle	In: Journal of Adolescent & Adult Literacy, 56 (2012) 1, S.56-66 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/JAAL.00102
Schlagwörter	Adolescents; Literacy; Out of School Youth; Academic Discourse; Mentors; Dropouts; High School Students; Enrollment; Reentry Students; Adult Literacy; Interviews; Feedback (Response); High School Equivalency Programs; African American Students; Hispanic American Students; Multiracial Persons + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Alphabetisierung; Schreib- und Lesefähigkeit; Discourse; Diskurs; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Einschulung; Zweiter Bildungsweg; Interviewing; Interviewtechnik; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Mischling
Abstract	While a long tradition of sociocultural literacy research suggests that out-of-school youth engage in a range of meaningful literacy practices, we know little about how programs for returning students foster or constrain students' literate identities. Drawing on data from a qualitative study conducted in a community college-based program for out-of-school youth, this paper explores the literacy practices and identities of adolescents returning to school. The data indicate that participants have active out-of-school writing lives and robust writerly identities enacted in relationship with peers and literacy mentors. However, for most students, the return to school resulted in a disruption to those writerly identities as they struggled to meet the program's expectations for academic literacy. This paper suggests opportunities for educators to capitalize on students' out-of-school literacy practices and the fullness of their identities as shaped by their experiences in and out of high school. (Contains 1 table, 1 figure, and 4 resources.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10