Adolescent Literacy, Identity and School (ALIAS): positions, pedagogies and spaces for learning

Cahill, Kevin; Curtin, Alicia; Hall, Kathy; O'Sullivan, Dan

Adolescent Literacy, Identity and School (ALIAS): positions, pedagogies and spaces for learning

Files

ALIAS_LAI_CORA.pdf(130.52 KB)

Accepted Version

Date

2017

Authors

Cahill, Kevin

Curtin, Alicia

Hall, Kathy

O'Sullivan, Dan

Publisher

Literacy Association of Ireland

Abstract

The purpose of this paper is to excavate connections between adolescent literacy and identity in post-primary school settings. It will focus on the theoretical framework informing our study as well as a brief discussion of some key findings. The central research aims focusing this part of the Adolescent Literacy, Identity and School (ALIAS) study are to: (i) Investigate the impact of levels of literacy and learning on the identity constructions of first year students in post-primary school (ii) To develop guidelines for a cross-curricular literacy and learning intervention programme in collaboration with student participants.

Keywords

Cross-curricular literacy and learning , Assessment , Digital context , Democratic , Student-centred

Citation

Cahill, K., Curtin, A., Hall, K. and O'Sullivan, D. (2017) 'Adolescent Literacy, Identity and School (ALIAS): positions, pedagogies and spaces for learning', in Culligan, B. and Mehigan, G. (eds.) Exploring the Literacy Landscape: Celebrating 40 Years of Research and Practice. Dublin: Literacy Association of Ireland, pp. 32-39.