Situated identities and literacy pratices: to seem and to feel

Detalhes bibliográficos
Autor(a) principal: Bartlett, Lesley
Data de Publicação: 2013
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Scripta
Texto Completo: http://periodicos.pucminas.br/index.php/scripta/article/view/P.2358-3428.2013v17n32p73
Resumo: 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. 
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spelling Situated identities and literacy pratices: to seem and to feelBrazilCultural artifactsIdentityLiteracyShame.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. PUC Minas2013-07-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.pucminas.br/index.php/scripta/article/view/P.2358-3428.2013v17n32p7310.5752/P.2358-3428.2013v17n32p73Scripta; Vol 17 No 32 (2013): Scripta 32; 73-96Scripta; v. 17 n. 32 (2013): Letramento e identidade: questões em estudo; 73-962358-34281516-4039reponame:Revista Scriptainstname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas)instacron:PUC_MINSporhttp://periodicos.pucminas.br/index.php/scripta/article/view/P.2358-3428.2013v17n32p73/pdfBartlett, Lesleyinfo:eu-repo/semantics/openAccess2019-11-28T18:50:07Zoai:ojs.pkp.sfu.ca:article/8742Revistahttp://periodicos.pucminas.br/index.php/scripta/userhttp://periodicos.pucminas.br/index.php/scripta/oai||cespuc@pucminas.br2358-34281516-4039opendoar:2019-11-28T18:50:07Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)false
dc.title.none.fl_str_mv Situated identities and literacy pratices: to seem and to feel
title Situated identities and literacy pratices: to seem and to feel
spellingShingle Situated identities and literacy pratices: to seem and to feel
Bartlett, Lesley
Brazil
Cultural artifacts
Identity
Literacy
Shame.
title_short Situated identities and literacy pratices: to seem and to feel
title_full Situated identities and literacy pratices: to seem and to feel
title_fullStr Situated identities and literacy pratices: to seem and to feel
title_full_unstemmed Situated identities and literacy pratices: to seem and to feel
title_sort Situated identities and literacy pratices: to seem and to feel
author Bartlett, Lesley
author_facet Bartlett, Lesley
author_role author
dc.contributor.author.fl_str_mv Bartlett, Lesley
dc.subject.por.fl_str_mv Brazil
Cultural artifacts
Identity
Literacy
Shame.
topic Brazil
Cultural artifacts
Identity
Literacy
Shame.
description 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. 
publishDate 2013
dc.date.none.fl_str_mv 2013-07-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.pucminas.br/index.php/scripta/article/view/P.2358-3428.2013v17n32p73
10.5752/P.2358-3428.2013v17n32p73
url http://periodicos.pucminas.br/index.php/scripta/article/view/P.2358-3428.2013v17n32p73
identifier_str_mv 10.5752/P.2358-3428.2013v17n32p73
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.pucminas.br/index.php/scripta/article/view/P.2358-3428.2013v17n32p73/pdf
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv PUC Minas
publisher.none.fl_str_mv PUC Minas
dc.source.none.fl_str_mv Scripta; Vol 17 No 32 (2013): Scripta 32; 73-96
Scripta; v. 17 n. 32 (2013): Letramento e identidade: questões em estudo; 73-96
2358-3428
1516-4039
reponame:Revista Scripta
instname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas)
instacron:PUC_MINS
instname_str Pontifícia Universidade Católica de Minas Gerais (PUC Minas)
instacron_str PUC_MINS
institution PUC_MINS
reponame_str Revista Scripta
collection Revista Scripta
repository.name.fl_str_mv Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)
repository.mail.fl_str_mv ||cespuc@pucminas.br
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