TY - JOUR
T1 - Adolescents' perceptions and negotiations of literacy practices in after-school read and talk clubs
AU - Alvermann, Donna E.
AU - Marsh, Josephine
AU - Green, Colin
AU - Wisenbaker, Joseph M.
PY - 1999
Y1 - 1999
N2 - 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.
AB - 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.
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U2 - 10.3102/00028312036002221
DO - 10.3102/00028312036002221
M3 - Article
AN - SCOPUS:0033249624
SN - 0002-8312
VL - 36
SP - 221
EP - 264
JO - American Educational Research Journal
JF - American Educational Research Journal
IS - 2
ER -