Abstract
ABSTRACTThis article analyzes a yearlong ethnography of the Southside Free Press, a non-school-affiliated community-based organization that served diverse adolescent staff writers who prepared articles for a monthly newspaper publication. The study employed a perspective of learning as legitimate peripheral participation with/in a newsroom community of practice. Specifically, using Rogoff’s three planes of analysis—apprenticeship, guided participation, and participatory appropriation—demonstrates that the process of becoming staff writers affected their learning and development. Thus, their ongoing participation provided opportunities to come to enact and embody the available meanings, identities, and epistemologies around becoming a staff writer and citizenship.
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