Schooled literacy in teenagers online writing

Research output: Chapter in BookChapterResearchpeer-review

Abstract

This chapter explores the impact that schooled literacies have
on teenagers’ online communication, and shows that their online writing is sensitive to their school learning processes and
identities. This study consists of an analysis of the Facebook
profiles and blogs of four boys who were leaders of a school
clique in an urban secondary school in Barcelona (Spain).
The analysis focuses on a set of 40 screen-shots captured from
their online activity, wherein school social life and learning
were central themes to their exchanges. The analysis draws on
the concept of “dominant” and “vernacular” literacies (Barton
and Hamilton, 1998) to look at spontaneous “third spaces”
(Gutiérrez et al., 1999; Moje et al., 2004) that connect the core
curriculum with the students’ online peer-writing. It focuses
on how students make sense of disciplined academic learning across time and space boundaries. It includes, therefore, a
questioning of the widespread social and academic prejudice
according to which school and online literacies compete in the
lives of students.
Original languageEnglish
Title of host publicationResearch on writing: multiple perspectives. international exchanges on the study of writing
Pages123-143
Publication statusPublished - 2017

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