04076nam 2200685Ia 450 991078954700332120110527091928.01-283-12335-597866131233500-85724-906-1(CKB)2670000000094036(OCoLC)727363279(CaPaEBR)ebrary10476274(SSID)ssj0000716250(PQKBManifestationID)11426820(PQKBTitleCode)TC0000716250(PQKBWorkID)10718216(PQKB)11543194(MiAaPQ)EBC713454(WaSeSS)Ind00039755(Au-PeEL)EBL713454(CaPaEBR)ebr10476274(CaONFJC)MIL312335(UtOrBLW)bslw07579410(EXLCZ)99267000000009403620110527d2011 uy 0engurun|||||||||txtccrAdolescent boys' literate identity[electronic resource] /edited by Mary Rice1st ed.Bingley [England] Emerald Group Pub. Ltd.20111 online resource (160 p.) Advances in research on teaching,1479-3687 ;v. 15Bibliographic Level Mode of Issuance: Monograph0-85724-905-3 Includes bibliographical references (p. 131-137).ch. 1. Literacy as a game and its players / Mary Rice -- ch. 2. Dual role negotiation as teacher and researcher / Mary Rice -- ch. 3. Shifting tensions in boys' stories to live by about literacy / Mary Rice -- ch. 4. Literate identity as edible capital / Mary Rice -- ch. 5. Comedic integration in boys' stories of their literacies / Mary Rice -- ch. 6. Spaces for composing literate narratives / Mary Rice -- ch. 7. Boys' stories as a practical part of classroom life / Mary Rice.This book is the representation of a narrative inquiry conducted with five ninth grade boys that were identified as displaying multiple literacies, looking specifically at how these boys storied their literate identities. After the stories were collected, the author conducted several negotiation sessions with the boys and their parents at the school, as well as in their homes. These negotiations facilitated a methodological concept that the book terms distillation: an interim step for determining which narratives in an inquiry are emblematic. Several lenses for conceptualizing the stories of these boys were made evident during the research. An analysis of the collected stories revealed that the boys stories moved beyond current conceptions of either identity or literacy alone and instead offered a way of defining literate identity as simultaneously being and doing literacy. In light of this definition, the boys stories revealed plotlines that together described literate identity as a form of capital. The question of how the boys story themselves, the original research question, is ultimately answered using a meta-narrative, or archetype, where a hero distributes a boon, or gift to his society. The implications for this research include a need to examine classroom space in order to facilitate the deployment of literate identity capital, as well as space for living out the meta-narratives that these boys are composing.Advances in research on teaching ;v. 15.EducationExperimental MethodsbisacshEducationTeaching Methods & MaterialsGeneralbisacshLiteracy strategiesbicsscLiteracyBoysBooks and readingEducationExperimental Methods.EducationTeaching Methods & MaterialsGeneral.Literacy strategies.Literacy.BoysBooks and reading.302.2244Rice Mary1553610UtOrBLWUtOrBLWBOOK9910789547003321Adolescent boys' literate identity3814280UNINA