Identity, childhood culture, and literacy learning: A case study

Compton‐Lilly, Catherine

doi:10.1177/1468798406062175

Cited by 63 publications

(48 citation statements)

References 2 publications

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“…There is now a powerful evidence base to show that children's earliest discoveries about written language are learned through active engagement with their social and cultural worlds (Wells 1986;Gee 2001;Barrat-Pugh 2002;Compton-Lilly 2006). Literacy development will occur wherever literacy practices are occurring, thus children are beginning to learn about reading and writing initially in their homes and communities through interacting with others in reading and writing situations.…”

Section: Home Literacy and Children's Perceptionsmentioning

confidence: 97%

Writing and writers: the perceptions of young children and their parents

Bradford

Wyse²

2013

Early Years

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Section: Home Literacy and Children's Perceptionsmentioning

confidence: 97%

Writing and writers: the perceptions of young children and their parents

Bradford

Wyse²

2013

Early Years

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“…Teachers may have unwittingly provided more support for students they perceived as more like them (e.g., Compton-Lilly, 2006;Lassonde;McCarthey, 2002). Strong initial judgments about students' competencies often persisted, and differentiated expectations lead to different learning experiences and writer identities for different students (e.g., Bourne, 2002;Purcell-Gates, 1995;Renold, 2001aRenold, , 2001b.…”

Section: Writing Practices Are Co-constructed In Relationships With Tmentioning

confidence: 99%

“…Teachers often responded to students based on qualities other than demonstrated reading and writing ability (e.g., Good, 1987;Rist, 2000;Rosenthal, 1974), tended to have lower expectations for students belonging to marginalized groups or students for whom English was not a first language (e.g., Bloome, Katz, Solsken, Willett, & Wilson-Keenan, 2000; Murphy, 1997;Panofsky, 2003), and tended to treat boys and girls differently (e.g., Compton-Lilly, 2006;Lewis, 2001;Renold, 2001aRenold, , 2001b. The relationships that were formed between teachers and students appeared to affect the student's access to writing practices in terms of topic, support, and opportunities for practice.…”

Section: Peersmentioning

confidence: 99%

“…In many of the qualitative studies of writing classrooms described here, teachers used processoriented, student-centred and literature-based approaches: readers' and writers' workshops, literature circles, process writing, journals and personal writing, and literature-based fiction as models (Dutro et al, 2004;McCarthey, 2002). Occasionally popular culture and the personal interests of students were integrated into writing activities (Compton-Lilly, 2006;Dyson, 2003;Wohlwend, 2009). The approaches varied from teacher to teacher but tended to be focused around a small range of practices and genres.…”

Section: Writing Practices As Daily Practices Assessment Practicesmentioning

confidence: 99%

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Journey to Becoming a Writer: Review of Research about Children’s Identities as Writers

Collier¹

2010

L & L

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In the early years of schooling, children represent themselves as writers in diverse ways. Writers write to communicate with audiences but they also construct their social and literate identities as they write; writers write their lives (Richardson, 2000). I maintain that writers write to learn and to learn about themselves. They also learn to write as they write. In this way, writing practices, which include social and discursive practices, have transformative potential. Writing at school can be preparation for future academic writing but it also can be a site for dialogue with oneself (John-Steiner, Panofsky & Smith, 1994;Street, 1984). The goal of this review of research is to examine how children's identities as beginning writers are constructed through writing practices, as represented in empirical studies of writer identities.Literacy and identity are inextricably linked (Bourne, 2002, Lewis & Fabos, 2005Moje & Luke, 2009). Through literate practices (i.e., reading, writing, drawing, and other forms of interaction with multimodal texts), one draws on identities and constructs new ones. Through the making of texts, writers are able to remake themselves and their relations with the world. Writing is a dialogic process wherein one takes up the words of others and creates new hybrid texts. One's utterances always reflect traces of other utterances. Our texts borrow elements from and speak to one another and we -live in a world of others' words‖ (Bakhtin, 1986, p. 143).Building on the crucial and interdependent relationships between literacy (here, writing) and identity, and the implications for young children's journeys as beginning writers, this paper is an investigation into empirical literature on writer identities, focusing on research that explored the literate identities of children, as they began to learn to write and to think of themselves as writers. The literate identities of youth have been explored in much more depth (e.g., Bulfin & North, 2007;Gilbert, 1992, Lewis & Fabos, 2005 but we know less about literate identities at the time that they are first being constructed, when children are beginning writers. The importance of writing, and how writing practices play out in the construction of literate identities, especially in the face of increasingly standardized writing assessment practices, is addressed here.In this review, I begin with a theoretical discussion of how literacy (with a focus on writing) and identity work together and consider Moje and Luke's (2009) question: -How does one know identity when one sees it?‖ (p. 419). I follow with a review of key research studies about children's writer identities and relevant findings. The questions I pose are: How do writing practices, including daily practices as well as both formative and summative assessment, operate to construct children's writer identities within classroom settings? Do conceptions of writer identities allow for change and development across contexts and time? How might one re-imagine literacy settings in classrooms, in order t...

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“…It is important to recognize that identities and literacy practices are linked and interrelated (Compton-Lilly, 2006). Identities are formed within relationships with others and are constantly subject to the influences of other people and institutions (Kendrick, 2005).…”

Section: Identity Formationmentioning

confidence: 99%

Home Literacy Environment and English Language Learners’ Literacy Development: What Can We Learn from the Literature?

Shi

2013

J Child. Stud.

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Intended for educators and researchers in the field of early childhoodeducation working with children from immigrant families, this articlefirst briefly addresses the relationship between home literacy environment and English language learners’ literacy development in both their heritage language and English. Second, through surveying the literature, I identify three different areas in which a home literacy environment influences English language learners’ literacy development: (a) through language attitudes and parental beliefs; (b) through identity formation; and (c) through literacy behaviour of immigrant parents. Some helpful strategies learned from the literature are provided for educators to use with newcomer families in support of children’s literacy development.

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Identity, childhood culture, and literacy learning: A case study

Cited by 63 publications

References 2 publications

Writing and writers: the perceptions of young children and their parents

Writing and writers: the perceptions of young children and their parents

Journey to Becoming a Writer: Review of Research about Children’s Identities as Writers

Home Literacy Environment and English Language Learners’ Literacy Development: What Can We Learn from the Literature?

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