Documente Academic
Documente Profesional
Documente Cultură
Readings
M. T. Anderson, The Astonishing Life of Octavian Nothing
Sapphire, Push
James W. Loewen, Lies My Teacher Told Me: Everything Your American
History Textbook Got Wrong
Readings
to
Support
Your
Analyses
Overview
of
Inquiry
This
collaborative
multimodal
inquiry
is
an
opportunity
to
inquire
into
the
lives
of
the
adolescents
from
your
summer
reading
and
their
literacy
and
language
acquisition
practices
as
they
relate
to
their
identity
construction
processes
over
time.
The
goal
of
this
inquiry
is
to
explore
together
the
different
kinds
of
literacy
events,
frameworks,
and
practices
the
adolescents
are
engaging
and
the
kinds
of
knowledge
about
language,
texts,
their
local
communities,
broader
society
and
social
and
institutional
hierarchies,
and
their
identities
as
people,
readers,
researchers,
and
writers
they
are
acquiring
in
the
process.
Steps to Follow
1.
To
get
started,
work
with
your
group
members
to
discuss
the
books
and
to
list
and
choose
the
literacy
events
you
would
like
to
critically
analyze
that
show
a
progression
in
each
adolescents
language
acquisition
and
identity
construction
processes.
Then,
for
each
literacy
event,
please
use
the
following
questions
to
analyze
the
language,
literacy,
and
identity
learning
taking
place.
What
is
the
range
of
literacy
events
the
adolescents
in
the
summer
readings
encounter?
What
is
the
broader
social,
cultural,
and
institutional
context
of
these
events?
What
kinds
of
literacy
practices
do
they
engage
in
these
literacy
events?
What
kind
of
social,
economic,
and
political
positioning
are
they
navigating
in
these
events?
How
do
they
use
language
in
these
events
to
position
themselves
and
others,
to
build
relationships,
to
speak
to
the
distribution
of
social
goods,
and
to
make
sense
of
their
lives,
circumstances,
identities,
and
goals
(Gee,
2005)?
How
do
others
respond
to
them?
How
does
the
broader
social,
cultural,
and
institutional
context
of
these
events
inform
what
language
they
use
and
how
they
interact
with
others?
What
kinds
of
relationships
with
themselves,
with
others,
with
texts,
and
with
the
world
do
they
form
through
language
within
those
events?
o How
do
they
learn
words
and
the
structure
and
spelling
of
words,
sounds,
grammatical
principles,
sentence
structures,
and
how
to
communicate?
o What
do
they
use
words,
phrases,
spelling,
grammatical
principles,
and
sentence
structure
to
do?
What
are
their
purposes
for
reading,
writing,
and
research
within
these
events
and
how
and
why
do
they
change
over
time?
What
kinds
of
discourses
about
themselves
as
readers,
writers,
and
researchers
do
they
acquire
and
construct
for
themselves
in
these
events
and
over
time?
o What
kinds
of
identity
kits
do
they
acquire
and
construct?
o What
do
those
identity
kits
mean
for
them
and
for
others?
o What
kinds
of
agency
do
they
have
to
explore
language
and
their
identities
and
to
take
on
new
roles
and
identities
within
these
literacy
events?
o What
identities
are
they
constructing
for
others
over
time?
What
understandings
of
social
hierarchies,
cultural
practices,
and
their
assigned
and
possible
places
in
the
world
are
they
constructing
over
time?
2.
Once
you
have
analyzed
several
literacy
events
and
the
progression
of
each
adolescents
literacy
practices,
language
learning,
and
identity
construction,
discuss
similarities
and
differences
in
each
adolescents
language
and
identity
development.
As
you
analyze
and
discuss
similarities
and
differences,
frame
a
research
question
that
will
guide
your
analysis.
3.
Decide
on
what
multimodal
format
you
would
like
to
use
to
capture
each
adolescents
story
of
literacy,
language,
and
identity
development
over
time,
working
from
his
or
her
perspective.
Storyboard
how
you
would
like
to
put
these
adolescents
stories
into
conversation
with
one
another,
thinking
also
in
terms
of
what
collective
or
larger
story
about
our
society
these
authors
together
are
telling.
Parameters of Inquiry
4.
In
order
to
pursue
the
individual
and
collective
stories
of
these
adolescents
and
of
our
society,
I
ask
that
you
work
together
to
locate
key
passages
in
each
work
that
help
you
identify
key
literacy
events
and
the
story
you
interpret
the
adolescent
to
be
telling
about
his/her
literacy,
language,
and
identity
construction.
Think
in
terms
of
passages
that
reveal
how
the
adolescents
(and/or
writers)
are
telling
their
stories,
through
what
rhetorical
devices
and
why
these
specific
devices?
These
can
include
but
are
not
limited
to:
Looking
closely
at
the
word
patterns
they
use.
The
types
of
nouns,
verbs,
adjectives,
syntactical
structures,
semantics,
rhythms,
phonology,
clauses,
phrases,
etc.
What
words/diction
and
ideas
are
emphasized
and
through
what
genres
and
styles
of
writing.
What
kinds
of
figurative
language
and
word
play
and
for
what
purposes.
Who
their
audiences
are
and
what
their
purposes
are.
How
their
language
practices
function
in
specific
social
contexts.
Their
social
languages.
Their
first
and
second
languages
and
any
code
switching
they
demonstrate.
The
connections
between
their
grammatical
decisions
and
the
discourses
and
identities
they
are
constructing/enacting.
The
discourse
kits
that
the
adolescents
are
taking
on
through
their
language
acquisition,
clothing,
relationships,
symbol
systems,
and
literacies.
How
the
discourse
kits
and
the
smaller
d
discourses
they
are
constructing
are
connected
with
larger
conversations,
with
histories
of
language
and
cultural
practices,
and
with
other
kinds
of
texts
and
past
and
social
practices.
You
may
use
any
multimodal
format
you
desire,
including
iMovie,
pod
casts,
video
taping
of
skits,
through
poetry,
choral
readings,
creating
tableaux,
etc.
Whatever
modes
you
use,
I
ask
that
you
stay
close
to
the
language,
the
purposes
of
the
writers,
and
the
adolescents
in
terms
of
what
you
think
is
the
story
they
are
trying
to
tell.
The
six
overarching
questions
you
will
want
to
consider
for
each
adolescent
are:
1. What
story
is
this
adolescent
telling
about
the
kinds
of
identities
as
writers,
readers,
researchers,
learners,
and
people
available
to
him
or
her?
2.
What
story
is
the
adolescent
telling
about
the
kinds
of
identities
through
writing,
reading,
and
learning
the
adolescent
is
acquiring
and
developing?
3.
What
is
the
adolescent
learning
about
him
or
herself,
texts,
language,
other
people,
and
the
world
through
the
literacy
frameworks
they
are
encountering
in
their
reading,
writing,
and
research
endeavors?
4.
How
is
the
adolescent
acquiring
language,
discourses,
and
new
identities
in
and
through
significant
literacy
events?
5.
How
is
he/she
telling
the
story
and
why
does
he/she
tell
the
story
using
his/her
specific
rhetorical
strategies?
6.
How
would
you
tell
the
story
for
or
with
the
adolescent
such
that
others
would
be
able
to
understand
the
power
and
subtext
of
his/her
words?
6.
What
story
is
the
author
telling
about
society
through
this
adolescents
story?
7.
What
story
do
you
see
the
authors
together
telling
about
these
adolescents
and
society?
Individual Journals
As
you
engage
in
this
inquiry,
I
ask
that
you
keep
a
reflective
journal
on
your
brainstorming,
drafting,
research,
and
writing
processes.
Please
attend
to
how
at
each
stage
your
inquiry
is
shifting
and
changing,
what
new
insights
you
are
accessing
about
these
adolescents
and
their
literacies
and
how
they
are
acquiring
language
and
what
that
language
is
doing
for
them.
You
will
have
an
opportunity
to
present
your
multimodal
inquiries
to
your
classmates
and
to
hear
what
came
through
to
them
in
your
design.
Using
their
feedback,
your
final
task
will
be
to
write
a
collaborative
written
inquiry
analyzing
the
multimodal
text
and
reflecting
on
your
individual
and
collaborative
writing
processes.