Situated identities and literacy pratices: to seem and to feel

• Bartlett, Lesley ^[1]
  1. [1] Columbia University

     Columbia University

     Estados Unidos

     
• Localización: Scripta, ISSN-e 2358-3428, ISSN 1516-4039, Vol. 17, Nº. 32, 2013 (Ejemplar dedicado a: Scripta 32), págs. 73-96
• Idioma: portugués
• Enlaces
  • Texto completo (pdf)
• Resumen

  • 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.