Storylines: Readers Negotiating Their Situated Identities in Literature Circles Through Positioning

• In Event: Critical, Culturally Sustaining, and Antiracist Approaches to Language and Literacy Pedagogy

Abstract

This qualitative multiple case study explored how six Grades 4-6 students with low reader self-efficacy reflexively positioned themselves and/or responded to interactive positioning in literature circles. Upon interpreting the data through positioning theory, two storylines emerged. In the first, five cases challenged their situated identities by reflexively positioning themselves as strategic, engaged readers. The second storyline revealed that interactive positioning from their peers and teacher reinforced the peer status of four cases. This study is significant in suggesting that literature circles may provide a context for students with low reader self-efficacy to negotiate their situated identities. Moreover, this study reveals a need for teachers to not only be aware of interactive positioning amongst students but also their own interactive positioning.

Author

• Elena M. Venegas, University of Texas Rio Grande Valley