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010   $a9786613123350
010   $a0-85724-906-1
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035   $a(OCoLC)727363279
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100   $a20110527d2011      uy         0
101 0 $aeng
135   $aurun|||||||||
181   $ctxt
182   $cc
183   $acr
200 00$aAdolescent boys' literate identity /$fedited by Mary Rice
205   $a1st ed.
210   $aBingley [England] $cEmerald Group Pub. Ltd.$d2011
215   $a1 online resource (160 p.) 
225 1 $aAdvances in research on teaching,$x1479-3687 ;$vv. 15
300   $aBibliographic Level Mode of Issuance: Monograph
311   $a0-85724-905-3 
320   $aIncludes bibliographical references (p. 131-137).
327   $ach. 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.
330   $aThis book is the representation of a narrative inquiry conducted with five ninth grade boys that were identified as displaying multiple literacies, looking specifically at how these boys storied their literate identities. After the stories were collected, the author conducted several negotiation sessions with the boys and their parents at the school, as well as in their homes. These negotiations facilitated a methodological concept that the book terms distillation: an interim step for determining which narratives in an inquiry are emblematic. Several lenses for conceptualizing the stories of these boys were made evident during the research. An analysis of the collected stories revealed that the boys stories moved beyond current conceptions of either identity or literacy alone and instead offered a way of defining literate identity as simultaneously being and doing literacy. In light of this definition, the boys stories revealed plotlines that together described literate identity as a form of capital. The question of how the boys story themselves, the original research question, is ultimately answered using a meta-narrative, or archetype, where a hero distributes a boon, or gift to his society. The implications for this research include a need to examine classroom space in order to facilitate the deployment of literate identity capital, as well as space for living out the meta-narratives that these boys are composing.
410  0$aAdvances in research on teaching ;$vv. 15.
606   $aEducation$xExperimental Methods$2bisacsh
606   $aEducation$xTeaching Methods & Materials$xGeneral$2bisacsh
606   $aLiteracy strategies$2bicssc
606   $aLiteracy
606   $aBoys$xBooks and reading
615  7$aEducation$xExperimental Methods.
615  7$aEducation$xTeaching Methods & Materials$xGeneral.
615  7$aLiteracy strategies.
615  0$aLiteracy.
615  0$aBoys$xBooks and reading.
676   $a302.2244
701   $aRice$b Mary$01616235
801  0$bUtOrBLW
801  1$bUtOrBLW
906   $aBOOK
912   $a9910808744403321
996   $aAdolescent boys' literate identity$93946834
997   $aUNINA