1st Edition

Becoming Readers and Writers Literate Identities Across Childhood and Adolescence

    264 Pages 11 B/W Illustrations
    by Routledge

    264 Pages 11 B/W Illustrations
    by Routledge

    Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective. Through incisive and accessible chapters from top scholars, it introduces readers to the concept of literate identities, examining them across ages and grade levels to present an overview of how scholars and educators can use this concept in their research and teaching.

    Organized by developmental level with sections on early childhood, middle childhood, adolescence, and cross-age research, contributors reveal how literacy can be framed as an identity practice to engage students and support their development. Applying a range of theoretical perspectives and frameworks, each chapter identifies the identity theory used, explains the relevant methodology and research questions, covers implications for practice, and includes questions or prompts for discussion. The volume reveals how understanding literate identities is at the heart of effective and inclusive literacy instruction by addressing key topics, including culturally relevant pedagogy, intersectionality, and transnationalism, among others. Illuminating multiple pathways to understanding students as readers and writers, this book is essential for teachers, scholars, and researchers in literacy education, research methods, and multicultural education.

    List of Illustrations

    Editor Biographies

    Contributor Biographies

    Introduction: Approaching Literacy from an Identity Perspective

    Christine M. Leighton, Christopher J. Wagner, and Katherine K. Frankel

    Section I: Literate Identities in Early Childhood

    Introduction to Literate Identities in Early Childhood

    Christopher J. Wagner

    Chapter 1

    Exploring, Analyzing, Interpreting, and (Re)Presenting Positive Visions of Young Children’s Literate Identities

    Lindsey Moses

    Chapter 2

    Assessment as a Tool to Enhance Students’ Identities as Readers and Writers Through Assessment

    Bente Rigmor Walgermo and Per Henning Uppstad

    Chapter 3

    Language and Multilingualism in Young Children’s Literate Identities

    Christopher J. Wagner

    Section II: Literate Identities in Middle Childhood

    Introduction to Literate Identities in Middle Childhood

    Christine M. Leighton

    Chapter 4

    A Sociocultural Approach to School Literacy: Navigating Identity Through Culturally Relevant Pedagogy

    Chantal Francois

    Chapter 5

    Designing Literacy Instruction to Support Reading Identity Negotiations: The Case of One Fifth-Grade Classroom

    Kierstin Giunco, Christine M. Leighton, and Lisa M. O’Brien

    Chapter 6

    "They Will Shut You Out If They Think You Can’t Read": Navigating Diverse Models of Identity in an Eighth-Grade Classroom

    Leigh A. Hall

    Section III: Literate Identities in Adolescence

    Introduction to Literate Identities in Adolescence

    Katherine K. Frankel

    Chapter 7

    How Youth Construct Literacy-Related Identities: The Role of Tracking and High-Stakes Testing

    Julie E. Learned, Laura C. Dacus, and Kewsi Burgess

    Chapter 8

    Transnationalism, Writing, and Identity Within a Caribbean Classroom Context

    Allison Skerrett

    Chapter 9

    "Learning to Code…with a Goal that I Get to Determine": A Latina Girl’s Literate Intersectional Identities at a STEAM Workshop

    Tisha Lewis Ellison, Bradley Robinson, and Tairan Qiu

    Section IV: Literate Identities Across Childhood and Adolescence

    Introduction to Literate Identities Across Childhood and Adolescence

    Christopher J. Wagner, Katherine K. Frankel, and Christine M. Leighton

    Chapter 10

    Longitudinal Identity Construction: Intersectionality, Figured Worlds, and Assemblage

    Catherine Compton-Lilly

    Chapter 11

    Becoming (Un)Labeled: Challenging Socially Constructed Notions of Normalcy in Literate Identities

    Bobbie Kabuto

    Chapter 12

    Literate Identities and/in the Body: Tracing Embodiments of Literacy Across Grade Levels

    Grace Enriquez, Stavroula Kontovourki, and Elisabeth Johnson

    Conclusion: Advancing Identity in the Literacy Field

    Katherine K. Frankel, Christine M. Leighton, and Christopher J. Wagner


    Christopher J. Wagner is an Associate Professor of Elementary and Early Childhood Education at Queens College, City University of New York, USA.

    Katherine K. Frankel is an Associate Professor of Literacy Education at Boston University, Boston, USA.

    Christine M. Leighton is an Associate Professor of Education at Emmanuel College, Boston, USA.