Literacy practices, identity and engagement: integrating multifaceted identities of college students to support learning

Abstract

This article explores the relationship between the identities and engagement in literacy practices across the home and college domains through case studies of two contrasting students studying on a Childcare course at a Further Education (FE) college in the United Kingdom. The data are drawn from classroom observations, analysis of artefacts and semi structured interviews with the students and their teacher. Findings show that there are specific literacy practices associated with specific identities and that aspects of these are utilized, and engaged with, by students in the college classroom to support their learning. It has also shown that identity is a fundamental part of, and an influencing factor upon, the literacy practice itself. Based on the findings, the suggestion is made for the exploration of the multi-faceted college student identity to become an integral part of FE induction, tutorial, classroom practices and pastoral systems.