000			03334nam a2200421Ia 4500
001			bslw07579410
003			UtOrBLW
005			20210303085216.0
006			m d
007			cr un|||||||||
008			110527s2011 enk ob 000 0 eng d
020			_a9780857249067 (electronic bk.) : _c£62.95 ; €89.95 ; $114.95
040			_aUtOrBLW _cUtOrBLW
050		4	_aLC149 _b.A36 2011
072		7	_aJNFD _2bicssc
072		7	_aEDU012000 _2bisacsh
072		7	_aEDU029000 _2bisacsh
080			_a37
082	0	4	_a302.2244 _222
245	0	0	_aAdolescent boys' literate identity _h[electronic resource] / _cedited by Mary Rice.
260			_aBingley, U.K. : _bEmerald, _c2011.
300			_a1 online resource (xxii, 137 p.).
490	1		_aAdvances in research on teaching, _x1479-3687 ; _vv. 15
504			_aIncludes bibliographical references (p. 131-137).
505	0		_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.
520			_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.
588	0		_aPrint version record
650		7	_aEducation _xExperimental Methods. _2bisacsh
650		7	_aEducation _xTeaching Methods & Materials _xGeneral. _2bisacsh
650		7	_aLiteracy strategies. _2bicssc
650		0	_aLiteracy.
650		0	_aBoys _xBooks and reading.
700	1		_aRice, Mary.
776	1		_z9780857249050
830		0	_aAdvances in research on teaching ; _vv. 15.
856	4	0	_uhttps://www.emerald.com/insight/publication/doi/10.1108/S1479-3687(2011)15
913			_1May2011
999			_c31186 _d31186