Becoming Readers and Writers

Christopher J. Wagner is an Associate Professor of Elementary and Early Childhood Education at Queens College, City University of New York, USA. Katherine K. Frankel is an Associate Professor of Literacy Education at Boston University, Boston, USA.Christine M. Leighton is an Associate Professor of Education at Emmanuel College, Boston, USA.

• List of IllustrationsEditor BiographiesContributor BiographiesIntroduction: Approaching Literacy from an Identity PerspectiveChristine M. Leighton, Christopher J. Wagner, and Katherine K. FrankelSection I: Literate Identities in Early ChildhoodIntroduction to Literate Identities in Early ChildhoodChristopher J. WagnerChapter 1Exploring, Analyzing, Interpreting, and (Re)Presenting Positive Visions of Young Children’s Literate IdentitiesLindsey MosesChapter 2Assessment as a Tool to Enhance Students’ Identities as Readers and Writers Through AssessmentBente Rigmor Walgermo and Per Henning UppstadChapter 3Language and Multilingualism in Young Children’s Literate IdentitiesChristopher J. WagnerSection II: Literate Identities in Middle ChildhoodIntroduction to Literate Identities in Middle ChildhoodChristine M. LeightonChapter 4A Sociocultural Approach to School Literacy: Navigating Identity Through Culturally Relevant PedagogyChantal FrancoisChapter 5Designing Literacy Instruction to Support Reading Identity Negotiations: The Case of One Fifth-Grade ClassroomKierstin Giunco, Christine M. Leighton, and Lisa M. O’BrienChapter 6"They Will Shut You Out If They Think You Can’t Read": Navigating Diverse Models of Identity in an Eighth-Grade ClassroomLeigh A. HallSection III: Literate Identities in AdolescenceIntroduction to Literate Identities in AdolescenceKatherine K. FrankelChapter 7How Youth Construct Literacy-Related Identities: The Role of Tracking and High-Stakes TestingJulie E. Learned, Laura C. Dacus, and Kewsi BurgessChapter 8Transnationalism, Writing, and Identity Within a Caribbean Classroom ContextAllison SkerrettChapter 9"Learning to Code…with a Goal that I Get to Determine": A Latina Girl’s Literate Intersectional Identities at a STEAM WorkshopTisha Lewis Ellison, Bradley Robinson, and Tairan QiuSection IV: Literate Identities Across Childhood and AdolescenceIntroduction to Literate Identities Across Childhood and AdolescenceChristopher J. Wagner, Katherine K. Frankel, and Christine M. LeightonChapter 10Longitudinal Identity Construction: Intersectionality, Figured Worlds, and AssemblageCatherine Compton-LillyChapter 11Becoming (Un)Labeled: Challenging Socially Constructed Notions of Normalcy in Literate IdentitiesBobbie KabutoChapter 12Literate Identities and/in the Body: Tracing Embodiments of Literacy Across Grade LevelsGrace Enriquez, Stavroula Kontovourki, and Elisabeth JohnsonConclusion: Advancing Identity in the Literacy FieldKatherine K. Frankel, Christine M. Leighton, and Christopher J. Wagner

“This text can be considered a handbook for literate identity research and practice, and is a valuable tool for researchers and educators. It can also be utilized as a sound basis for research data sources and analysis suggestions, specifically for those conducting qualitative research... It is a valuable book for those new or well-versed in conceptualizing literate identities.”Michelle Gonzalez, associate professor of literacy and director of the MEd program in literacy at William Paterson University, review in Teachers College Record