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Supporting Young Authors : = Exploring the Identity, Positioning, and Blogging of Adolescents.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Supporting Young Authors :/
Reminder of title:	Exploring the Identity, Positioning, and Blogging of Adolescents.
Author:	Pigozzi, Grace Hartzell.
Description:	1 online resource (221 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369386202

Supporting Young Authors : = Exploring the Identity, Positioning, and Blogging of Adolescents.
Pigozzi, Grace Hartzell.

Supporting Young Authors :Exploring the Identity, Positioning, and Blogging of Adolescents. - 1 online resource (221 pages)

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

As educators consider the challenges of technology's continual evolution, in tandem with young people's skill and interest in it, innovative teaching practices capable of navigating online social landscapes of literacy are in great demand. Conceptualizing a blog space as hybrid affinity space where participants recount stories and make meaning about topics relevant to their lives, this connective case study asks two salient questions: 1) How does online writing in an affinity space affect motivation to write? and 2) How do adolescents enact their identities as they position themselves and others in a blog space? Over the span of ten weeks, four young writers used style, genre, and discourse both independently and collectively, demonstrating motivation as they organized, wrote, embellished, and shared their writing. Positioning theory analysis of interviews, participant interactions, and blog events were used to interpret identity enactments in discourse pertaining to the bloggers' poetry, short stories, and informational pieces, showing writers' portrayal of identity in myriad ways. Additionally, the young authors learned how to locate and use a wider range of online formats, and encorporated these new practices into their writing, thus expanding their knowledge of what writing can be.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369386202Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Supporting Young Authors : = Exploring the Identity, Positioning, and Blogging of Adolescents.
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245 1 0 $a Supporting Young Authors : $b Exploring the Identity, Positioning, and Blogging of Adolescents.
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500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Alfred W. Tatum.
502 $a Thesis (Ph.D.) $c University of Illinois at Chicago $d 2016.
504 $a Includes bibliographical references
520 $a As educators consider the challenges of technology's continual evolution, in tandem with young people's skill and interest in it, innovative teaching practices capable of navigating online social landscapes of literacy are in great demand. Conceptualizing a blog space as hybrid affinity space where participants recount stories and make meaning about topics relevant to their lives, this connective case study asks two salient questions: 1) How does online writing in an affinity space affect motivation to write? and 2) How do adolescents enact their identities as they position themselves and others in a blog space? Over the span of ten weeks, four young writers used style, genre, and discourse both independently and collectively, demonstrating motivation as they organized, wrote, embellished, and shared their writing. Positioning theory analysis of interviews, participant interactions, and blog events were used to interpret identity enactments in discourse pertaining to the bloggers' poetry, short stories, and informational pieces, showing writers' portrayal of identity in myriad ways. Additionally, the young authors learned how to locate and use a wider range of online formats, and encorporated these new practices into their writing, thus expanding their knowledge of what writing can be.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Language arts. $3 556677
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650 4 $a Secondary education. $3 1179560
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710 2 $a University of Illinois at Chicago. $b Curriculum & Instruction. $3 1182241
773 0 $t Dissertation Abstracts International $g 78-04A(E).
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