Asking Teens about Their Writing Lives: The Writing Identity Work of Youth

Autor/inn/en	Vetter, Amy; Lambert, Claire; LeJeune, Marie; Consalvo, Annamary; David, Ann; McDaniel, Dominique
Titel	Asking Teens about Their Writing Lives: The Writing Identity Work of Youth
Quelle	In: Literacy Research and Instruction, 61 (2022) 4, S.315-338 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vetter, Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2021.2008559
Schlagwörter	Adolescents; Writing (Composition); Self Concept; Suburbs; Urban Areas; Rural Areas; Social Influences; Cultural Influences; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Middle School Students; High School Students; Student Attitudes + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schreibübung; Selbstkonzept; Einzugsbereich; Urban area; Stadtregion; Rural area; Ländlicher Raum; Sozialer Einfluss; Cultural influence; Kultureinfluss; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schülerverhalten
Abstract	Framed by theories of youth, culture, identity studies, and literacy identity formation, this article examines how youth articulate themselves as writers. Using interview transcripts, analysis explored writing identity from the perspective of teens in urban, suburban, and rural settings. Findings from this qualitative study suggest that youth used various cultural artifacts, both conceptual and material, to feel and/or seem like a writer within multiple contexts. Specifically examined are the ways in which teens negotiated various identities as writers, including whether and how they drew on specific artifacts to embrace, resist and negotiate the following: (a) standardization, (b) meaning and relevance, (d) support, and (d) identities. In particular, findings illustrated the significance of spaces that provided opportunities for students to both feel and seem like a writer, and highlighted the nuanced ways in which seeming and feeling like a writer are shaped by social and cultural factors. Implications point to providing teens more opportunities to engage in the identity work of writers within multiple spaces, where support, choice, and time to talk about how society conceptualizes writing and what writing means to them are present. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01