New Literacy Practices: Imaginative Implications for 21st Century Literate Identities


The purpose of this qualitative research study was to explore the intersection of new literacy practices and literate identities. The experiences of young adolescents were examined to better understand how these experiences and their perceptions impact the development of their literate identities in multiple contexts. As such, this study sought to explore the following research question: How were the literate identities of sixth-grade adolescents shaped by the new literacy practices in which they participated? This study illustrated that the socio-cultural underpinnings of New Literacies were directly tied to the meanings young adolescents developed from the various literacy webs in which they interacted. Exploring the connection between the various digital communities of practices in which young adolescents traversed offered great insights about possible implications that these communities may have had upon their literate identity formation. The IAFOR conference website asks “how do we help our students build the skills and attitudes necessary for positive engagement in distributed, globalized communities.” The first step is understanding adolescents’ literate identities and the communities of practice in which they navigate. As educators, we can use this knowledge to better understand our students, specifically how the literacy practices in which they participate directly impact their overall identity perception. These understandings should guide our future teaching practices and tie directly to the themes of the conference: independence and interdependence.

Author Information
Lisa Delgado Brown, Oklahoma City University, United States

Paper Information
Conference: IICEHawaii2019
Stream: Language Development & Literacy

This paper is part of the IICEHawaii2019 Conference Proceedings (View)
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Posted by James Alexander Gordon