Literacy in Motion: A Case Study of a Shape-shifting Kindergartener

Author(s): Marjorie Siegel, Stavroula Kontovourki, Stephanie Schmier and Grace Enriquez
Source: Language Arts, Vol. 86, No. 2, Literacy as Movement, Voice, and Image (November
2008), pp. 89-98
Published by: National Council of Teachers of English
Stable URL: http://www.jstor.org/stable/41962327 .
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Marjorie Siegel, Stavroula

in

Literacy
A

Case

Study

Kontovourki,

Stephanie

Schmier, and Grace Enriquez

Motion:
of

Shape-shifting

Kindergartener

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A young child's literacies and identities are constantly, yet imperceptibly, in motion,
as she reads the text of her kindergarten literacy curriculum and negotiates its multiple
demands for literacy success.

practices),but also learninghow to design oneself

as a "shape-shifting
portfolioperson" (Gee, 2002,
of
p. 62) capable assemblingand reassembling
portfoliosof skills,experiences,and achievementsso as to fitchangingsocial and economic
opportunities.
Literacyeducatorshave tendedto exclude
youngchildrenwhen consideringtheimplications
of changes signaled by thecall fora pedagogy of
multiliteracies.But in failingto see thisconnection,we runtheriskof ignoringthecomplex lives
and literaciesof theverychildrenwho are the
subject of currentpolicy mandates.In thisarticle,
we draw on theoriesof discourse,positioning,and
to presenta multi-layeredanalysis
multimodality
kinderthatrepresentsJewelas a shape-shifting
to
the
in
wide-awake
the
expecmaking,
gartener
tationsand opportunitiesforliteracylearningshe
encounteredin herpublic school classroom.The
followingquestionswill serveto focus our case
studyof Jewel:

is a child in motion.A memberof a famwho

ily
emigratedto theU.S. fromBanglaJewel
moves across languages (Bengali,
Jewel
desh,
identities
English),
(e.g., Bengali girlhood,kinand, when herfamilyis able to make
dergartener),
thetripto Bangladesh fora summeror longer,
nationalborders.In school, we can see themovementin herliteraciesas she writes,draws,and
designstextson pages and screensduringthe
daily writer'sworkshopin herclassroom,and in
theweeklydigitalwriter'sworkshopheld in the
school's computerlab. Across these social spaces,
Jewelshiftsherbody,hertexts,and her identities
in ways thatoffera glimpse of thefluidmeanings
literacyhas forthischild of globalization.
One of threeBengali childrenin a kindergarten
classroomrichwithdiversitiesof race, ethnicity,
language,and social class, Jewelarrivedat school
alreadylabeled "at risk"by virtueof a social calculus thatreads specificelementsof herfamily's status- "workingpoor,"recentimmigrants,
and speakersof a language otherthanEnglishas predictorsof herfutureschool literacyachievement(Snow, Burns,& Griffin,1998). As such,
it would notbe surprisingif all themotionwe
observedwere read as "commotion"- an inability
to sit stilland absorb thelesson thatreadingand
writingare stable,rule-boundskills.Yet, underpersonis
standingJewelas a flexible,multiliterate
overdue.More thantenyearsago, theNew London Group (1996) observedtheemergenceof a
qualglobal economybuilton "change, flexibility,
ity,and distinctiveniches" (p. 61) and called for
a shiftto a pedagogy of multiliteraciesthatmight
betterpreparestudentsforcitizenshipin a globalwas a matized world.Becoming multiliterate
terof design: learninghow to design meaningsby
shapingand reshapingthepluralityof available
semioticresources(languages, modalities,social

What shaped theliteracycurriculumin Jewel's

classroom?
What countedas literacyin Jewel's classroom?
What were theliteracypracticesand identities
Jewelwas expected to demonstratein orderto
be recognizedas literate?
How did Jewelparticipatein school literacy?
How did she design meaningand design herself in relationto theexpectationsand opportunitiesshe encounteredin school?
In addressingthesequestions,we take a cue from
theNew London Group's observationthatunderstandingthedesign of meaning"should startfrom
the social context,theinstitutional
location,the
social relationsof texts,and thesocial practices
withinwhichtheyare embedded" (1996, p. 76).

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Thus, we look firstat how literacywas regulated

withintheinstitutional
context,beforeshiftingto
thelocal classroom settingto see whatit meantto
be a "successful" literacylearner.Then we turn
to theoriesof multimodality
and positioningto
the
that
Jewel
explore
ways
designed textsand
her identityas a literateperson across the social
spaces thatcomprisedbalanced literacy.In this
way,we take up therecentcall to attendto power,
and agencyin socioculturalstudiesof litidentity,
eracy learning(Lewis, Enciso, & Moje, 2007).
The Research

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Context

nologystudygroupfortwo years,and introduced

digitalliteracypracticesintothecurriculumwhile
teachingthemandatedliteracyprogram.The entire
class was observedfora periodof fourmonths,
afterwhichtwo children(one boy and one girl)
were selectedas focal students.The two children
were chosen because theybroughtdifferent
racial,
ethnic,linguistic,and genderidentitiesto theirparand took up
ticipationin theliteracycurriculum,
theliteracycurriculumpracticesquitedifferently.
The case studypresentedin thisarticlefocuseson
only one of thesechildren.Jewel,a Bangladeshi
girlfroman immigrantfamilywho spoke Bengali
at home and was learningEnglish,was considered
a "struggling"readerand writerbutmoreable and
enthusiasticin computerlab.

The broaderstudyfromwhichthiscase was drawn

was an ethnographicinquiry into the literacy
practicesand culturalmodels thatconstitutedthe
Data were collected two morningsa week over
mandatedbalanced literacy curriculumin a kina nine-monthperiod (October 2003-June2004)
dergartenclassroom where digitaland print-based
throughparticipantobservationin themorninglitliteraciesintersected.Understandinghow children
eracy block, supplementedby artifactcollection
took up these practicesin theirengagementswith
and conversationswiththeteacher.Classroom littexts in the regular classroom and the computer
eracy eventsand practiceswere documentedin
lab, and how theirparticipationformedtheirlitfieldnotes,withspecial attenerate identitieswere key question
to texts,actors,actions,
tions. Theoretically,this study Jewel, a Bangladeshi
girl from
and
interactions.
Selected
an immigrant family who
was groundedin New Literacy
events
were
videotapedand
Studies (NLS), which assumes spoke Bengali at home and was
transcribed
for
analysis,and
a social practiceperspectiveon learning English, was considered
artifactsrelevantto observed
literacy,and a socioculturalper- a "struggling" reader and writer
literacyevents(e.g., student
spectiveon literacylearning.As but more able and enthusiastic in
writing)were photocopied.
a lens for understandinglitercomputer lab.
Data
analysiswas a multi-stage
acy and literacylearning,NLS
process thatbegan withindex"approaches] literacyas part and parcel of, and
and
of
fieldnotes
fortheliteracypracing
coding
inextricablefrom,specificsocial, cultural,institutices and culturalmodels thatshaped children's
tional,and politicalpractices"(Gee, 1999, p. 356),
participationin theliteracyevents.Videotapes of
and focuses on the literacyevents and practices
thetwo focal students'practicesand identitiesin
thatshape and are shaped by thesocial interactions
readersworkshop,writersworkshop,and comand power relationsinscribedin institutions(Gee,
puterlab eventswere viewed and selectivelytran1996; Hamilton, 2000; Street, 1984). Further,a
scribedto examine how theyshaped and were
socioculturalperspective on literacy emphasizes
shaped by theclassroom literacycurriculum.
the ways in which children's literacylearningis
accomplishedthroughparticipationin social activThe Institutional
ities thatoccur in specific contexts,and is mediContext:
ated by talk,texts,and social relationships(Dyson,
Regulating
Literacy
2001, 2003).
Jewel enteredkindergartenin a New York City
The siteforthestudywas P.S. ABC, a PreK-5
PreK-5 public school in September2003, just as
Chancellor Joel Klein launched ChildrenFirst, a
public elementaryschool located in a predominantlybilingualcommunityin New YorkCity.The
two-partreforminitiativedesigned to address the
school servedapproximately600 students(83%
demands of the nationaleducationalpolicy articuLatina/o,13% AfricanAmerican;3% Asian, and
lated in theNo Child LeftBehind (NCLB) Act. One
1% White),92% of whom qualifiedforfreelunch.
partof thisinitiativewas the unificationand stabiThis particularclassroomwas selectedbecause the
lization of the school system;"balanced literacy"
teacherhad participatedin a school-basedtechwas thusadopted as the single approachforteach-

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B-gugg
ingreadingand writing."Balanced literacy"has no
literacyas "successful,"thereforecreatinga hier&
single,unitarymeaning (Freppon Dahl, 1998),
archywithinthe school systemand theclassbutin New YorkCityit came to signifya particular
room. Thus, teachersand studentscould notread,
set of instructional
routinesand practicesdesigned
write,or interactin whateverways theywantedto teachchildrenthe"habitsand strategiesof effecan effectof power thathad materialconsequences
tive reading and writing" (NYC DOE, 2003).
forall involved.
Teacherswere expectedto devote each morningto
This shows thatlanguage is not simplya mata "literacyblock" consistingofa writer'sworkshop,
terof communication,but a matterof power and
a reader'sworkshop,read-alouds,and word study,
knowledge.Gee (1996) distinguishedbetween
supplementedby shared reading,interactivewritdiscourseand Discourse to call attentionto the
ing,and guided readinggroupsin K-2 classrooms.
social and ideological ways thatlanguage works
The Departmentof Education Handbook directed
in/onsocial interactions.The formerrefersto conteachersto begineach workshopwitha mini-lesson
nected stretchesof language (e.g., texts,converthatexplicitlytaughta particusations) thatmake sense in
followed In Jewel's
lar conceptor strategy,
a communityof people (the
classroom, this meant
forchildrento that the discourse of "balanced
by opportunities
social dimensionsof language
apply that concept or strategy
in use). On theotherhand,Disliteracy" produced particular
to theirown readingor writing.
course extendsbeyond lankinds of literacy practices
Each workshopconcluded with
and normalized some ways
guage in use to referto ways of
a sharingtime,duringwhichthe
being in the world.Although
of demonstrating
literacy as
teacherinvitedchildrento show
Gee's definitionof Discourse
therefore creating
how theyhad used the strategy. "successful,"
reflectsaspects of a poststruca hierarchy within the school
Across the year,writer'sworkturalapproachto discourse
system and the classroom.
shop consistedof unitsof study
(he himselfnotesthathe drew
of required genres (e.g., peron poststructural
theoristslike Foucault and
sonal narrative,how-to,nonfiction,
poetry,fiction)
Bourdieu; see Gee [1996, 1999] forhis discussion
whereas reader's workshop emphasized reading
of thesetheorists),he thoughtit importantto constrategies(e.g., lookingforchunksin words,using
siderthe ways Discourses producedand regulated
picturesto identifyunknownwords) and literary
social interaction.Thus, he definedDiscourse as
elements(e.g., characterdevelopment)necessary
an identitykit- "a socially accepted association
forproficient
reading.
among ways of using language [and othernonNew YorkCity's mandatedliteracycurriculum
language stuff]to identifyoneselfas a memberof
a socially meaningfulgroupor 'social network,'
was notsimplya set of classroom routinesand
French
social
or to signal (thatone is playing)a socially meanbut
a
discourse.
teachingmethods,
a
disMichel
Foucault
defined
theorist,
(1995),
ingful'role'" (p. 131). This means thatgetting
of
course as a culturallyauthoritative
recognizedas a memberof a Discourse is partof
way talking
the social workof everydaylife.
about thingsand arguedthatdiscoursesconstruct
and organizeknowledgein ways thatmake it
seem as if a particularway of talkingabout someWhat Counts as Literacy?:
thingis just naturaland neutral.Balanced literacy
as Literate
Getting Recognized
practices,such as "sharedreading"and "writin
Jewel's
Classroom
er's workshop,"were treatedas takenforgranted,
School literacywas notmonolithicin Jewel's kinsidesteppingthequestionof how theycame to
be. Furthermore,
because discoursesare always
dergartenclassroom,but,instead,requiredfacility
withmultipleliteracypractices(Campano & Carpartof broaderrelationsof power thatare often
linkedto institutions
like the school (Weedon,
penter,2005), definedas "materialdifferencesin
ways of using writtenlanguage in specificsocial
1997), theyproducetheveryobject theyappear
kindsof texts,physicalarrangeto "describe"and, in doing so, regulatewhatcan
settings:different
be said, done, and known.In Jewel's classroom,
ments,and ways of communicatingand interthismeantthatthediscourseof "balanced literacting" (Bloome & Enciso, 2007, p. 298). As
Gee's notionof Discourse as an identitykitsugkinds
of
literacypracacy" producedparticular
tices and normalizedsome ways of demonstrating
gests,gettingrecognizedas a successfulliteracy
0-

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learnerin thisclassroom requiredthatchildren

demonstrateparticularways of talking,acting,
and interacting,
using the symbolsystemsconsidered appropriateforlearningto read and writein
thissetting.Failing to "signal theywere playing
a socially meaningfulrole" (Gee, 1996, p. 131)
in theDiscourse of balanced literacymeantthat
childrenwere constructedas "struggling"literacy
learners.

pencil, paint bucket tools in KidPix) and would

thenshow the class, who sat on therug,what
theywere expected to do in thatparticularperiod
(e.g., draw a pictureof what theysaw at the
aquarium and label it). Studentswere expected
to follow the l-2-3s of writingin thecomputer
lab, as theycomposed shortpersonal narratives
and createdpages fortheirnonfictionand fiction
textson the screen. Yet, therewere some importantdifferences.Because therewere not enough
computersforeach child, theclass worked with
theirreadingpartners,oftentakingturnsdesigning on the screen afterdrawinga line down the
middle. There were even multiplepracticesfor
writingyourname. In writer'sworkshop,studentswere to writetheirname on the line provided on theirpaper, whereas in computerlab,
theycould use the stamp pad or open a textbox
and use the typewriter
keys to writetheirname
on the screen.

During the mini-lesson that initiated each

reader's workshop, for example, children were
expected to sit on their assigned carpet square,
hold theirbodies in a "perfectmagic 5" (described
on a wall chartas "legs in a pretzel,hands in your
lap, mouthsclosed, eyes forward,ears readyto listen") and speak onlywhencalled on by theteacher.
But when theymoved to independentwork time,
the expectationsforparticipationshifted,and students were to engage in any numberof practices
withtheirassigned "partner,"such as sittingback
Jeweldemonstratedher awarenessof the
to back and reading separate books, takingturns
to
talk
restrictions
on literatepracticein herclassroom
books
to
each
and
other,
reading
stopping
about books with theirpartners.Only duringthe
when she announced,"If you don't put a sticky
nonhctionunitdid readingpartnote in thebook, you're not
Clearly, the children knew
ners become writingpartners,
going to be a good reader."
what it took to be counted
on
the
research
When
herteacherpraised
collaborating
as literate in the balanced
and writinga nonfictionbook
anothergirlas a "friendto
about a wild animal.
literacy curriculum.
books," Jewelmade a bid to
I
be recognizedas a good reader
Being a good readermeant
by announcing,"Look how I turnedthepage."
being a "friendto books" and takingup the stratSimilarly,she showed awareness of the 1-2egies introducedin mini-lessonsand sharedread3s of writingwhen she joined one of hertablewords using graphophonic
ing,such as identifying
mates
in admonishinga boy new to theirclass
and picturecues, changingyourvoice while readthat
he
could not startcoloringyet.When Jewel
ing,and makingconnectionsbetweentextand
herself
did notfullyadhereto the l-2-3s, her
life.Withinwriter'sworkshop,writingwas an
teacher
would acknowledgethepictureJewelhad
individualpracticeof "authoring"multipletexts,
drawnbutpointout thatJewelneeded to add her
startingwithpersonalnarrativesbeforemovingto
name
and some words. On one occasion, after
how-tobooks, poems, nonfictionbooks, and ficthe
teacher
had moved on to conferwithanother
tionstories.Being a good writerin writer'sworkone
of
hertablemateslooked over at Jewchild,
shop meantthatchildrenfollowed the l-2-3s of
el's
and
told her she was doing "scribble
paper
writinglistedon a wall chart:writeyourname,
scrabble."
Clearly,thechildrenknew whatit took
draw a pictureto matchyourstoryin thepicture
to
be
counted
as literatein thebalanced literacy
box, and writeyourwords on thelines.
curriculum.
Writingin the computerlab was similarly
On theveryday followingthe"scribblescrabshaped by the mandatedcurriculum.Jewel's
ble"
exchange,Jeweldemonstratedher awareness
teachertreatedthe computerlab as an extension
of
what
was expected of her as a writer.She wrote
of writer'sworkshop,and the literacypractices
letters
and
explained to Marjoriethatshe was
in thelab followed the routinesset out in the
her
writing "word,"and when Marjorieasked,
mandatedcurriculum.For example, she always
"What's yourword?" Jewelpointedto thepicture
began witha mini-lessonin which she demonshe had drawnand said, "about my story."Later
stratedthe tools to be used on a computer(e.g.,
duringwriter'sworkshop,she told her teachershe
-0-

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BW

was "writingall thedetails,"and when herteacher

pointedout thatshe had notwrittenany words,
Jewelpromptlybegan writingwords,repeating herteacher'sobservation,"there'sno words."
Thus, even if Jeweldid notalways succeed in gettingrecognizedas a successfulwriter,she repeatedly demonstratedthatshe was wide-awake to
theexpectationsthatregulatedwritingin this
classroom.
Designing
Jewel in Motion:
and Identities
Meanings

McConnell-Ginet,2003). This includes theirtalk

and language, along withways of acting,interacting,believing,valuing,and using tools and
objects, all of which can be considereddiscursive practices(Gee, 1996, 1999). These ways of
thinking,and believtalking,acting,interacting,
of
are
indicative
particularpositionsproduced
ing
by and embedded in Discourse (Gee, 1996, 1999),
but thatdoes notmean theyare static.Instead,
and oftenfragmented,
positionsare shifting,
timescontradictory
(Davies, 1994), and learners
use discursivepracticesto negotiatenew positions
(Davies, 2000).

in writer'sworkshopand comJewel'sparticipation
lab
was
complicated,shapedby theDiscourse
puter
Designing in Writer's Workshop
to designtexts,
ofbalanced literacy,herown efforts
Jewel's teacherdescribedher as a "real kinderand herbids to be recognizedas a literate,successgartner"who needed timewithtools and manipful student,a friend,and someone with her own
ulativesratherthanpens and papers,whichwas
desires.The Discourse of balanced literacy,espenot possible given a policy climatethatput a precially the way in which language was privileged
mium on school literacyachievement.The preoverothermodes of communication,servedto regvious year,Jewelhad attendedpreKindergarten
ulate the kinds of texts that would "count." But
across thehall and was observedby herteachers
designingmeaningsis active and dynamic,so we
to have been silenttheentire
cannotunderstandJewel's literyear.Thus, Jewelenteredkinmeanings is active
ate practices withoutattending [Designing
dergartenwitha historyof parand dynamic, so we cannot
to her appropriationand transticipationthatrepresentedher
understand Jewel's literate
formationof the available symas "silent"and "not ready"
bolic and material resources.
practices without attending
forthecurriculumshe would
and
to her appropriation
Looking at Jewel'swritingfrom
encounter.But she was far
a multimodallens can shed new transformation of the available
fromsilent,as theexamples of
in writ- symbolic and material resources.
lighton herparticipation
Jewel's workto be recognized,
er's workshopand computerlab
presentedearlier,suggest.A
by situatingher literacypractices withina much
multimodallens can offera counterpointto this
wider communicationlandscape (Dyson, 2003).
image of Jewelas "silent"in writer'sworkshop.
Multimodalitymeans that texts are constructed
During thetimedevoted to independentwork,
frommultiple symbolic resources- images, gescould oftenbe observedleaning over,with
Jewel
tures,sound,movement and thusdependon more
her
head
close to herpaper,pen in hand,intently
thanwords to produce meanings(Jewitt& Kress,
drawingimages and, when prompted,letters.
2003; Kress,2003; Siegel, 2006).
Despite thefactthatstudentswere only given pen
Jewelwas not only an agentin thedesign of
and paper to compose duringwritingworkshop
meanings,but in thedesign of her identities,and
(crayonswere notmade available to students,
it is therefore
necessaryto attendto herpositionsince coloringwas seen as takingaway fromthe
ing withintheDiscourse of balanced literacy.It
timeforwriting),she used thetools (paper,pens)
is oftenassumed thatbecause discoursesreguavailable in thissettingand stretchedtheirafforlate whatcountsas knowledgeand who counts
dances to design multimodally.She wrotewords,
as knowledgeable,people are withoutagency.
thoughnot always on thelines. She told her story
Understandingliteracylearnersas active parthroughherpictures,thoughtheywere oftennot
ticipantsin social processes thusrequiresconwithinthegenrethatdefinedthatassignment.
siderationof theways teachersand students
Jewelwroteentiresentenceswithinthepicture
positionthemselvesin relationto one anotheras
box on herpaper,thoughthewords in thepicture
theyparticipatein discursivepractices,thatis,
box did notcount as partof the l-2-3s of writall theways in whichpeople activelyproduce
ing in writer'sworkshop.By using thepicture
social reality(Davies & Harre,1990; Eckert&

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thanherself.Beatriz,who is regularlyrecognized
as a successfulreaderand writerby virtueof her
participationin whole-class literacyevents,takes
up thepositionJewelhas offeredherand directs
Jewelin hereffortsto produce a textthatwould
meet thecurricularexpectations.Jewel'sparticipationin theDiscourse of balanced literacy
is thusmore complex thanit firstappears.Even
thoughshe positionsherselfas less literatethan
Beatriz,she knows whatit means to be a writerin
thisclass and activelyworksto be recognizedas
successfulby takingup such practicesand seeking out resourcesforher writing.

box on thewritingpaper as a space fordesignJewelappropriatedthisspace

ing multimodally,
forherown meaningmaking.She did nottreat
the storypaper she was expected to use as a "traditional"page. Instead,she saw multipleentry
pointswithinthepage to writeand design. Within
theDiscourse of balanced literacy,however,these
as signs thatJewel
designswere ofteninterpreted
was a "struggling"writer.

Duringone particularwriter'sworkshopin April,

studentswere to write poems about the animals
Jewellooked like theotherstutheywere studying.
dentsat hertable,withherwritingfolderand poetry
in the
paperatopherdesk,butshe did notparticipate
Designing in Computer Lab
cross-tablepeer talk.Jewel'sbody was
ever-present
bent over her paper as she concentratedquietlyon
In thecomputerlab, Jewel's literacypractices
writhad
not
detailed
She
were always in motion.This is immediatelyapparyet
composing
drawings.
tenany wordsat thebottomof herpage. When she
entin a scene thattookplace theverynextday
them
above
she
some
afterthewriter'sworkshopeventdescribedabove.
letters, placed
began writing
herpictureratherthanon thelinesbelow thepicture
On thisparticularday in thecomputerlab, stubox. "I 'was' . . . ," she began to
dentswere asked to prepare
Even though she positions herself webs of a
dictate,thenstoodup and walked
froghabitat.Accordas less literate than Beatriz,
to the Word Wall. Aftera few
to
teacher's
directions
the
ing
she
knows
what
it
means
to
her
seat
she
returned
to
the
moments,
during mini-lesson,they
be a writer in this class and
with a word card, added some
were to workin pairsto create
detailsto herdrawing,thenwrote actively works to be recognized
a page thatshowedtheirmain
as successful by taking up
"T" on her picture,copying it
idea of a froghabitatto which
such practices and seeking out
fromthe word card ("Today").
otherpartsof thehabitatcould
resources for her writing.
Jewelthenbeganto writetheletbe added. Beforeleavingthe
ter "o." Turningto Marva, she
classroomto climbtwo flights
asked "This is wasT and showed Marva the word
of stairsto thecomputerlab, theteacherexplained
card.Marva looked at thecard and shook herhead.
whata web was, invitedthechildren'sideas, and
Jewelthenheldup thecardso thatBeatriz,who satat
cautionedthatwhatevertheyadded to theirwebs
theotherendofthetable,could see it."Beatriz,thisis
needed to be realistic,an idea thatwas reinforced
'
'was'?
thenonfictionunitas theylearnedfacts
Beatriz,thisis was'?" she triedagain. "No,"
throughout
4
Beatrizreplied."' Was,' look at was.'" Jewelputthe
and collected information
about theiranimals.As
carddownon thetableand crossedouttheletter"o."
soon as thechildrensettledin thecomputerlab,
theteacherdemonstrated
theprocess of creating
In thisevent,Jeweldoes not adhereto thecona
web.
She
sat
at
a
and used thepencomputer
the
lines
on
ventionsof thepage (i.e., writingonly
tool
the
KidPix
software
cil
from
programto creand drawingonlyin thepicturebox) and thus
in
the
middle
of
the
and then
ate
a
circle
screen,
stretchesbeyondthelimitsof thepage to design
lines
out
from
thecendrew
four
straight
radiating
meaning,while simultaneouslydesigningherAs
in
ter
central
the
classroom,chil(and
idea).
self,bothas someone who knows theDiscourse
dren
offered
about
thingsthatcould
suggestions
of writer'sworkshopand as a strugglingwriter
be
added
to
the
and
once
habitat,
again theteacher
in need of help. Jeweltakes up theDiscourse of
emphasizedtheimportanceof accuratelyreprewriter'sworkshopwhen she uses theword card
sentinga froghabitat.
as a resourceforher writingand attemptsto add
some wordsto herimage. However, she is not
Afterthemini-lesson,Jewelmoved to her
positionedas a successfulwriter,consideringthat
computer,and Marva, an AfricanAmericangirl
thecard she chooses does notmatchtheword
who had joined theclass midwaythroughthe
she is tryingto write.By askingMarva and Beatyear,sat at one to herright(see Figure 1). Once
riz forhelp, Jewelpositionsthemas more literate
Jewelwas settledat hercomputer,she adjusted
- 94J_

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E"
thepositionof thecomputermonitorto suither.
She looked at the screen,wherea new document
in KidPix appeared: a whiterectanglein themiddle of the screen(representing
thepage) and two
toolbarsadjacent at its leftand bottom.Jewelused
themouse withherrighthand and drew some circles, one inside theother.She clicked on differenticons, chose theeraser,and startederasingher
drawing,movingthemouse back and forth.She
thenmoved thecursorover different
icons, and
clicked on one thatfilledtheentirescreenwiththe
color red,makingherearlierdrawingsinvisible.
Marva: "Uh oh!"

volunteeredto erase Marva's drawingand start

over,so thatshe could guide Marva through
theprocess. Because Marva stillhad difficulties,Jeweland Marva switchedcomputers.Jewel
asked Marva to erase whatJewelhad drawnon
hercomputer,while Jewelworkedon creatinga
templateweb forMarva. At thatpoint,theteacher
came by and praisedJewelforherworkon Marva's computer.She told herto stayat hernew
spot and asked about herhabitat.Jewelreplied
she added rocks and thatshe plannedto add some
lilacs and anotherfrog.Aftertheteacherleft,
Jewelfocused on hertext:she added anotherfrog
and eggs to herdrawingand typedhername. She
was soon readyto printherwork,and herpage
was among those sharedwiththewhole class at
theconclusion of thelesson.

Jewel: I knowhow tofixall that

Jewelmoved thecursorback over thecolor menu
and selectedthecolor white.When she moved the
curserto herdocumentto apply thisaction,the
screenbecame blank again and she startedagain.
Marva: There. . . Oh, you picked whiteand
thenyou see all white.
Marva sighed as Jeweladjustedthethicknessof
theline and drew a new red circle.

In thisscene, whichlasted less thansix minutes,Jewelis a multiliterate

personwho moves
across modalitiesand social positioningswhile
workingto be recognizedas literatewithinthe
Discourse of balanced literacy,whichin this
classroom includes facilitywithdigitaltools. The
series of screenshotsshownin Figure 1 can serve
as a metaphorforthemovementwe observed
in Jewel's participationin thedigitalwriter's
workshop.She utilizestools fromtheavailable
software,as well as herknowledgeof whatis
expectedto be recognizedas a successfulliteracy
learner,and createsa textthatcorrespondsto the
directionsof theteacher:a realisticrepresentation
of theelementsof a froghabitat.As the students
were frequently
reminded,
theirdrawing,theirdescription,and theirtypedname
were all partsof thedefinitionof textthatchildrenwere
expectedto producein the
computerlab.

Marva: I need help, (walks away towardthe

teacher)
Jewel (to Terranee,who is sittingnextto her):
Don 'thelp us.
As she was workingon her screen,she offered
help to Marva, who was havingdifficulties
changing thecolor and creatinga circle. She provided
directionson how Marva should workand then

Yet, even as she accommodatesclassroomexpectations,hervisual textis in flux:

she erases multipletimes,
changes colors, and adjuststhe
thicknessof lines untilshe is
pleased withthefinalrepresentation.The speed at which
she works- and herfluidityin shiftingfromthe screen
to interactionswithpeersindicatesthatshe knows the
modes, thepractices,and the

JewelandMarvaworking
at thecomputer
S-

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Discourse. Her comments
that.Don't help us- verifythatshe considersherselfand verballypositionsherselfas a personwith
she is confidentenoughto
knowledge.Further,
thatsurroundshertext,as
act on theenvironment
whenshe adjuststhescreenand keyboardso she
can see better.Her bodilyinvolvementwiththe
textsuggeststhatwhatshe is doing as a designer
to heras a stuof meaningsis notonlyimportant
with
but
as
someone
dent,
preferencesand playful
She
intentions. enjoys touchingand changingthe
colors of thescreenand statesthatshe drew a red
rockbecause red was herfavoritecolor.Naming
thecolors she chose soon becomes thefocus of the
two girls'interactionand positioningas friends,as
theydistancethemselvesfromtheirtextsto talk
about colors theylike. We can see thisin theways
theymove theirbodies in relationto thescreen.
They lean back in theirseats and turnto each
other,thusindicatingthatwhatmattersmostat
themomentis theirsocial relationship.However,
thisis nottotallydisconnectedfromthetextitself.
WithJewelstampingblue circleson herdrawing,
thegirlsincorporatethetextintotheirdiscussion
of color preferences.In thisprocess,theirsocial
bond is sealed on thescreen.

in the Classroom:
Shape-shifters
Thoughts
Concluding

Navigatingthecomplex of Discourses, social

practices,and identitiesthatchildrenencounter
across multiplesocial worlds is theworkof childhood literacy(Dyson, 2001, 2003) and requiresa
different
sortof fluencythanwhatis called forin
theNational Reading Panel Report(2000). Jewel
may notyetfullycontrolher movementacross
modalitiesand positionings,but she provedto
be a shape-shifter
"in themaking."This was evidentin her effortsto be recognizedas a writerin
writer'sworkshop,despitethefactthatshe found
it hardto staywithintheboundariesof a literacy
curriculumthatprivilegedlanguage over all other
modes of makingmeaning.It was in the social
space of thecomputerlab, however,thatherfluid
shape shiftingacross modalitiesand positionings
was mostclearlyvisible. As she createdand recreatedvisual textson the screen,changingcolors, adjustingthethicknessof lines,erasing,and
redrawing,the same idea and contentwere representedon the screenmultipletimes.These
changes happened so quickly,it would be hardto
appreciate- withouttheluxuryof a videotapeto
view long aftertheeventhad concluded- how
This social bond soon morphs to reflectthe
muchknowledgeand dexterityit took forJewel
positioningas literacylearnersin
girls' differential
to createthesemultipletexts.The web she created
thisparticularcontext.This scene startswithJewel
withthehelp of herteacher,whichwas printed
offering
suggestionsto Marva about how she could
out and sharedwiththeclass, could neverreprestarther own text(Look . . . You make . . .; refer
sentthefluidityof hertextdesign.What was also
to Figure 1). Marva, who has been askingforhelp
missingfromherwrittentextwas herdesign of
since thebeginningof theepisode, followsJewel's
theenvironment
beyondthescreen.The adjustsuggestions,thuspositioningher as a moreknowlmentof the screen,themove fromone seat to
edgeable peer, a switcn trom
another,thetouchingand pointNavigating the complex of
theirinteractions
duringthepreing to the screen,herbodily
vious day's writer'sworkshop. Discourses, social practices, and
positionand movementall conJewel,who talksher identityas identities that children encounter
tributedto hermultipleposia competentstudentinto being across multiple social worlds is the
tioningsas a literacylearner
work of childhood literacy and
(/ knowhow tofixall that.Don't
and student.While she voiced
help us.), ends up positioning requires a different sort of fluency thispositionmultipletimes,
herselfas the one in controlof
than what is called for in the
the availabilityof resourcesin
the whole interactionalcontext National Reading Panel Report.
thecomputerlab provideda
and not just of her own learnvenue forovercominglimitaing. Althoughlater Jewel's teacherguided her as
of StandardEnglish
tionsset by theprioritization
she designedthe finaldraftof her habitatweb, her
in school. Her pointingto appropriateicons on
positioningas "in theknow" was reinforcedby the
thetoolbars(and even herconcurrentreference
and praise she receivedfromthe
acknowledgement
in Figure 1 to the"thingy"[mouse]) exempliteacherand studentteacher.That Jewel's textwas
fiedhow bodies, images, and talkwere all integral
included in the sharingtime that day was a sure
partsof theways she communicatedmeaningand
signthatshe had mettheexpectationsforbeing litgained controlover her writing.
eratein thissetting.
96

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rail
across multiplemodalitiesand identitiesand how
The fluidityof her designingwas matched by
thefluidityof her positioning.Moving frombeing
expertlytheyread thetextof classroompower to
sortout whatcountsand who countsas literate.
a studentwith know-howto being a friend,then
Given all thelabels childrenlike Jewelacquire in
a tutor,and back to being a studentwas almost
when
we
conThis
is
school, it may be surprisingto realize thatshe was
significant
imperceptible.
aware of whatliteracypracticeswere valued in
sidertheschool experiencesof childrenlike Jewel,
her classroom,and thatshe triedto sound like the
who come fromBangladeshi immigrantfamilies.
in
of
children
kind of learnertheDiscourse of balanced literacy
studies
Ethnographic
Bangladeshi
to
is intendedto produce.
English-speakingpublic schools have pointed
theirconstructionas low achievers, even though
It was commonforJewel's teacherto name
education was highly valued by their families
the strategieschildrendisplayedas theypartici(Tomlinson, 1991; Williams & Gregory,2001).
pated in mini-lessons,independentreadingand
Brooker (2002), who studied
writingtime,and sharingsesthe home literacies of a BanHow might teachers make their
sions, excitedlycommenting
gladeshi boy, noted thathe was
literacy curricula more "ready"
thechild's practiceswere
that
instructedto "sit still,say noth- for the Jewels in their classrooms,
very"smart"or thata child had
even at a time when they, too,
ing, listen,and studyhard" (p.
acted as a "friendto books."
237). If we accept thatas true, are subjected to regulation with
However,thisway of namwe are able to see how Jewel
little room to move?
ing servedprimarilyto priviwas steppingm and out of her
lege theDiscourse of balanced
culturalpositionswhen she eagerlyparticipatedin
and
literacy
positionthechildrenwithinit. With
whole-class events and took initiativein the ways
an awareness of thechildren'smultipleliteracies
she designedhertextsand environment.
and identities,thisnamingcould be expanded.
"I noticedthatJeweltold her storythroughpicJewel's literacies-in-motion
are also significant
in lightof theemergenceof globalization,withall
tures,"a teachermightsay,and thenshow differentways thatstoriesare told- some through
theattendantchanges it is bringingto our world.
The school curriculumcontinuesto treatliteracy
words,othersthroughpictures,movement,music,
and so on.
as monomodal,monolinguistic,and monocultural,
and thusappears to have more in common with
about literacymighttune
Talkingdifferently
whatchildrenlearnedabout literacya generation
teachers'and children'sears to a widerliterago thanwiththeliteraciesneeded fortheworld
existsin schools,
acy landscape thancurrently
in whichJewellives. In thissense, school literacy
but talk,by itself,will notbe enoughto support
is notreadyforJewel.
Jewel,who was able to take up theDiscourse of
How mightteachersmake theirliteracycurbalanced literacyto some extent.What is needed
is a rethinking
of literacycurriculumthatconriculamore "ready" fortheJewelsin their
sidersthechangingtextsand practicesthatare
classrooms,even at a timewhen they,too, are
alreadypartof students'worlds.At a timewhen
subjectedto regulationwithlittleroom to move?
to
is
the
federalpolicies are holdingtightto narrowverone
start
Perhaps
place
acknowledgment
sions of literacy,it would be nave to thinkteachand use of themultiplelenses teachersbringto
theirliteracyteaching.The professionremains
ers could make wholesale changes in theirliteracy
curricula.However,in Jewel's classroom,some
caughtin whatsome have called the"methods fetish"(Bartolome,1994), thenever-ending
untappedpossibilitiesforweaving multiliteracies intoschool literacyexist.For instance,one
debate over the"correct"methodof teachinglitand
This
focus
us
tied
to
the
keeps
past
practicewe neverquestionedduringthetimewe
eracy.
makes it difficult
to look beyondthemeaningsof
spentin Jewel's classroom was theway in which
writer'sworkshoppracticeswere importedto the
and
childhood
that
have
shaped
literacy,learning,
school literacyforso long. The importanceof
computerlab (a focus of thetechnologystudy
on
counts
as
across
mulliteracy
groupat the school). The reverseneveroccurred,
reflecting what
even thoughtherewere severalworkingcomputtiplesocial settings,and consideringhow school
ers in theclassroom. Placing a computerscreen
literacymay only allow fortherecognitionof
nextto thewhiteboardeasel mightmake designa singleliteracy,cannotbe overstated;it is the
move
for
how
children
ing on a screenas vitalto writer'sworkshopas
noticing
startingpoint

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writingwiththepaper specially designedforwriting personalnarratives,how-totexts,poems, nonfictionbooks, and fictionalstories.Whetherby

juxtaposingscreensand pages or by findingsome
otherentrypoint,today's classrooms need to find
ways to tap students'multiliteraciesand help
themdevelop ever more controlover theDiscourses,practices,and identitiesin theglobalized
worldthatlies beyond school walls.
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intheDepartprofessor
MarjorieSiegel isassociate
ComentofCurriculum
& Teaching
atTeachers
College,
NewYork.
StavroulaKontovourki,
lumbiaUniversity,
andGraceEnriquezaredoctoral
StephanieSchmier,
intheDepartment
ofCurriculum
& Teaching
candidates
atTeachers
NewYork.
University,
College,Columbia

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All use subject to JSTOR Terms and Conditions