Abstract
This paper highlights multimodal literacy activities that invited the social re/positioning of learners as creators of meaning and experience rather than passive readers of text. Elaborating two cases, the paper describes the ways in which newcomer students’ identities were negotiated and enacted during the project, and how their identities were read and constructed by teachers in the classroom. The paper recommends an analytic approach to literacy studies research that accounts for the ways in which literate identities are materialized in classrooms, and the value in documenting both the product and process of students’ literacy work.
Highlights
The present context of language and literacy teaching in Canada is changing in many ways
Teachers are incorporating information and communication technologies (ICTs) into literacy activities, which is opening up new potentials for literacy learning
Of particular interest is how researchers conceptualize this relationship, and the school and classroom contexts that contribute to understandings of identity
Summary
The present context of language and literacy teaching in Canada is changing in many ways. Literacy Studies, a reading which attends to the ways in which classroom literacy practices shape the production and representation of students’ identities in school.
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