Envisioning Pathways by Recognizing Youth Expressions of Identity, Interest, and Literacy in Science

• In Event: Equity and Access in Science: Understanding Pathways Frameworks for Youth Learning and Development

Abstract

The objective in this presentation is to shed light on ways of (1) recognizing a learner’s expression of identity, interest, or literacy in specific moments of learning and interaction in science, and (2) iteratively returning to those moments of analysis as new expressions unfold over time. This recursive analysis process has helped our research team develop clearer descriptions of antecedent and subsequent learner experiences that link together over time, and form “pathways” for each learner.

In this paper/poster, we demonstrate the utility of this idea with data in our Sci-Dentity project (Author, 2014). We designed an after-school, science fiction program, which ran in urban school libraries, and served a cohort of students across their 6th-8th grade years. Our research team is analyzing a 3-year corpus of data sources, which includes video recordings of every weekly session, observation notes, annual interviews with learners and their librarians, and artifacts of student work over time. We are using a case study methodology to create rich descriptions of focal learners.

We utilize a theoretical framework that synthesizes research about how learners express their: identity in learning moments (Calabrese Barton et al., 2013; Polman, 2006; Sfard & Prusak, 2005), underlying interests or preferences for activities (Azevedo, 2011, 2013), and their literacy skills (Ito et al., 2013; Jenkins, 2009). Prior research has worked to define these concepts, identify their importance in the learning process, and demonstrate ways to observe these expressions through learners’ interactions with their environments and others.

We present data from a focal learner Jamal (pseudonym) who came to Sci-Dentity for 3 years. Initial interpretations of Jamal were as an uninterested learner. However, as Jamal consistently attended our program (but still did not engage) for two years, we began to recognize his future moments as varied expressions of identity and literacy in science (in addition to interest). As we recognized these new moments, we had to recursively return to prior experiences with fresh eyes, and had different interpretations. Jamal came alive in the 3rd year of the program, and we characterize his pathway to his newfound engagement by linking his expressions of identity, interest, and literacy in science as they developed and intertwined over time.

We make three scholarly contributions in this presentation. First, I show how initial observations of learners that may seem to represent one concept may in fact represent expressions of other factors. Longitudinal data, and recursive analysis helps to uncover these potential misconceptions and develop more robust descriptions of learners over time. Second, this process of noticing is also important for educators, and provides a toolkit to better understand what learners are expressing in any given moment. Finally, by being attuned to alternative factors such as identity, interest, and literacy, we can better describe how seemingly ephemeral, or miniscule, benefits learners may accrue (e.g., an incremental move in identity, interest, or literacy), may in fact have substantial implications for learners in science even several years later.

Author

• June Ahn, University of Maryland - College Park