Graffiti and Multimodal Inquiry
Exploring Care and Collaboration in Restorying Literate Identity
Bibliographic Data
| ID | 21644907 |
|---|---|
| Authors | Maggie Bryant (0009-0009-8627-6430, Baylor University Waco Texas USA, corresponding author), Camille S Talbert (Independent Scholar Waco Texas USA), Kelly C Johnston (0000-0002-9287-8237, Baylor University Waco Texas USA), Kelsey Stokes (Baylor University Waco Texas USA), Raquel Murillo Aguilar (Baylor University Waco Texas USA), Kristen Davis (Baylor University Waco Texas USA) |
| Year | 2026 |
| Volume | 70 |
| Issue | 1 |
| Publication date | 2026-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.70048 |
| OpenAlex | W7160759437 |
| Language | EN |
| References cited | 51 |
This paper examines the literacies of Lane (pseudonym), a 12‐year‐old Latino youth, within a semester‐long community literacy partnership held while mothers attended GED classes. Lane's multimodal inquiry into graffiti unfolded through a curated text set in an inquiry‐based researcher workshop model. His case illuminates how out‐of‐school partnerships can nurture youth identity and literacy engagement. Three key themes emerge: (1) Lane's increasing ownership of his researcher process, (2) the restorying of his literate identity from reluctant observer to artist and researcher, and (3) the agentive affordances of multimodality in building and sharing knowledge. Findings highlight the instrumental potential of community literacy spaces to disrupt deficit perspectives, affirm culturally and linguistically diverse youth literacies, and foster confidence and joy in literacy learning. This study underscores the value of designing inquiry‐based, multimodal spaces that center youth interests and identities in literacy education
Affordance · General partnership · Graffiti · Literacy · Multimodality · Nature versus nurture · Art Education and Development · Literacy, Media, and Education · Public Spaces through Art
Funds of Knowledge
Rethinking Composing in a Digital Age
“Multiliteracies”
Redefining teaching, re‐imagining teacher education
Multimodality and Literacy in School Classrooms
Restorying the Self
Ways with Words
Centering Learners
Gateway Moments to Literate Identities
Developmental Relations Between Home Literacy Environment, Reading Interest, and Reading Skills
Ideology and Curriculum
Toward a Critical Race Theory of Education
The Influence of Culturally Responsive Literacy Practices on Students’ Literacy Motivation
Why Bother Theorizing Adolescents' Online Literacies for Classroom Practice and Research
Using Culturally Relevant Pedagogy to Influence Literacy Achievement for Middle School Black Male Students
Educators, parents and children engaging in literacy activities in multiple languages
Using National Data to Understand the Contextual Factors and Negative Experiences that Explain Racial Differences in the School Misbehavior of Ninth Grade Boys and Girls
We Real Cool”
Examining Racial Bias in Education
Culturally Sustaining Pedagogy
High-Stakes Testing and Curricular Control
The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School
Smartness as a Cultural Practice in Schools
Examining Youths’ Culturally Sustaining Peer Interactions in a Community-Based Participatory Research Initiative
The Effect of the Family Type and Home Literacy Environment on the Development of Literacy Skills by Bi-/Multilingual Children in Cyprus
Literacy and Identity
Constructing 21st-Century Teacher Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |