Adolescents' Perceptions and Negotiations of Literacy Practices in After-School Read and Talk Clubs
Bibliographic Data
| ID | 8223155 |
|---|---|
| Authors | Donna E Alvermann (0000-0001-6881-0657, University of Georgia, corresponding author), Josephine Peyton Young (Arizona State University), Colin Green (0000-0003-3459-6298, George Washington University), Joseph M Wisenbaker (University of Georgia) |
| Year | 1999 |
| Volume | 36 |
| Issue | 2 |
| Pages | 221 |
| Publication date | 1999-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1163539 |
| OpenAlex | W4237444519 |
| Language | EN |
| Citations received | 13 |
| References cited | 42 |
This study reports how adolescents' perceptions and negotiations of after-school talk about a variety of texts in a public library setting were shaped by (and helped to shape) the larger institutional and societal contexts that regularly influence young people's actions and interactions with peers and adults. The study's theoretical framework conceives of literacy and discourse as critical social practices and locates such practices in the interplay within and across three contexts. Twenty adolescents and two adults met for 15 weeks as members of four after-school Read & Talk (R & T) Clubs. Analyses of the field notes, club discussions, and interviews with participants and their parents indicated the adolescents viewed the R & T Clubs as social outlets and stages on which to try out new subject positions within sanctioned literacy events involving a community of their peers
Club · Developmental psychology · Field (mathematics · Literacy · Mathematics education · Negotiation · Pedagogy · Perception · Political science · Qualitative research · Social science · Sociology · Variety (cybernetics · Child Development and Digital Technology · Diverse Education Studies and Reforms · Gender Studies · Literacy, Media, and Education · Medicine · Psychology · Social Psychology · Themes in Literature Analysis
Literacy and Learning Out of School
The Complex World of Adolescent Literacy
Speculative Propositions for Digital Writing Under the New Autonomous Model of Literacy
I'll speak in proper slang”
Working toward third space in content area literacy
I Was Skeptical at First”
Learning Through Play
Questioning the Separation of In‐School From Out‐of‐School Contexts for Literacy Learning
Aren't These Boy Books?”
Removing the Silent From SSR
Reading Attitudes of Middle School Students
From the Dominican Republic to Drew High
Just Plain Reading”
Children's Peer Cultures
School talk
Suburban youth in cultural crisis
Social Linguistics and Literacies
Sociocultural Studies of Mind
Lessons from Students on Creating a Chance to Dream
Learning to Labor
The Presentation of Self in Everyday Life
Social Literacies
Maniac Magee and Ragtime Tumpie
Congruence, Resistance, Liminality
From Nerds to Normals
Middle and High School Students' Perceptions of How They Experience Text‐Based Discussions
Encouraging Voluntary Reading
What Teachers Do When They Say They're Having Discussions of Content Area Reading Assignments
Literacy as a Gendered Social Practice
Children's Attitudes toward Reading
The Social Contexts of School and Personal Literacy
Factors Related to Amount and Type of Leisure Time Reading
Growth in Reading and How Children Spend Their Time Outside of School
What Do Feminist Theories Have to Offer to Literacy, Education, and Research
Why Content Literacy Is Difficult to Infuse into the Secondary School
Apostles of Culture
Time Spent Reading and Reading Growth
Of Other Spaces
The Structure of Gossip
Critical discourse analysis
Just Girls
Doing Gender
| Unique citing works | 13 |
|---|---|
| Citations per year | 0,52 |
| Citation span | 2001 - 2023 (23) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |