To Seem and to Feel: Situated Identities and Literacy Practices
By L. Bartlett. Teachers College Record, 2007
135 citations recorded by the source corpus.
This article examines the centrality of cultural resources or artifacts in the social process of “doing literacy.” Relying on recent developments in sociocultural theories of continuous identity formation, I argue that people employ cultural artifacts to “seem” literate, or to be seen as literate by others, and to “feel” literate, that is, to develop a sense of themselves as literate. Drawing on ethnographic fieldwork in Brazil, I show how youth and adult literacy students use cultural artifacts in their efforts to perform literacy. In conclusion, I discuss the potential of sociocultural theories of identity formation for the field of literacy studies.
Subfields: Language and Linguistics, Literature and Literary Theory, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/f4f643683ebea84a1fe9257f3b46a34e0d4f3c6b
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Citations in the corpus
- Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools (2010, background): “Research on the social functions of language has illuminated the emergence and consequences of identities and how people develop literate identities around the world including the U.S. (First Author, 2009; Kramer-Dahl, 2000) and South America (Bartlett, 2007).”
- Bilingual Literacies, Social Identification, and Educational Trajectories. (2007, background): “Bartlett (2007) explains how adults with emergent literacy proficiency draw upon labels or interpretations of self during literacy events to assert themselves as literate. However, few have attempted to link the burgeoning literature on literacy and identity to the unique issues of language and lite”