Locating Latanya: The Situated Production of Identity Artifacts in Classroom Interaction

By Kevin Leander. Research in the Teaching of English, 2002

196 citations recorded by the source corpus.

While social constructivist interpretations have advanced a relational, multiple, and fluid conception of identity, one difficult problem involves understanding how identities are stabilized during the course of interaction. This article argues that interactants define and stabilize identity by producing identity artifacts with multimodal means, by constructing configurations of those artifacts, and by using those artifacts to project social space.

Subfields: Education, Human Factors and Ergonomics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/635d1e7e5cf68531060a59a02ece1c2420cec774

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In Education

In Human Factors and Ergonomics

In Literature and Literary Theory

Citations in the corpus

Bilingual Literacies, Social Identification, and Educational Trajectories. (2007, background): “The spatial layout of the classroom (Leander, 2002), textbooks (Apple, 1986), and the habitual embodied stances”
To Seem and to Feel: Situated Identities and Literacy Practices (2007, background): “2 Leander (2002) calls these “identity artifacts,” and he analyzes classroom discourse to show how students and the teacher employ identity artefacts to “stabilize” a particular interpretation of one student.”
A Review of the “Digital Turn” in the New Literacy Studies (2010, unknown): “Varied levels of schooling are addressed, from early childhood (Flewitt, Melanie, & Payler, 2009; Labbo, 1996; Marsh, 2000; Pahl, 2007) to elementary (Mills, 2007b) and high school (Knobel, Stone, & Warschauer, 2002; Leander, 2002).”
“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007, background): “This formation of identity occurs in part through the constant slippage of artifacts between their material and virtual aspects that demarcate social space and positions (Leander, 2002a, 2002b; Penuel & Davey, 1999).”
The Cambridge Companion to Vygotsky (2007, background): “[For other studies that trace the formation of social identities in classroom activities over time, see Leander (2002) and Wortham (2006).]”
Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study (2010, background): “Importantly, these ‘non-academic’ processes are not easily disentangled from academic ones (Leander 2002; Lemke 1990; Wortham 1994).”
Changing Text: A Social Semiotic Analysis of Textbooks (2010, background): “, 2001; 2005), in images such as diagrams, photographs, and drawings (Myers, 1990; O’Halloran, 2005; Kress & van Leeuwen, 2006), in moving images such as animations (Jewitt, 2006), in objects such as 3D artifacts (Leander, 2002), and a range of other semiotic resources.”