References
- Allen, J., Möller, K. J., & Stroup, D. (2003). “Is this some kind of soap opera?”: A tale of two readers across four literature discussion contexts. Reading & Writing Quarterly, 19(3), 225–251. https://doi.org/10.1080/10573560308215
- Bandura, A. (1986). Social foundations of thought and action. Prentice Hall.
- Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
- Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
- Bauer, E., & Jiménez, R. T. (2019). This issue. Theory into Practice, 58(3), 205–208. https://doi.org/10.1080/00405841.2019.1607688
- Bomer, R., & Laman, T. (2004). Positioning in a primary writing workshop: Joint action in the discursive production of writing subjects. Research in the Teaching of English, 38(4), 420–466. https://www.jstor.org/stable/40171690
- Bond, G. L., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2(4), 5–142. https://doi.org/10.2307/746948
- Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4–5), 585–614. https://doi.org/10.1177/1461445605054407
- Certo, J., Moxley, K., Reffitt, K., & Miller, J. A. (2010). “I learned how to talk about a book:” Children’s perceptions of literature circles across grade and ability levels. Literacy Research and Instruction, 49(3), 243–263. https://doi.org/10.1080/19388070902947352
- Christianakis, M. (2010). “I don’t need your help!” Peer status, race, and gender during peer writing interactions. Journal of Literacy Research, 42(4), 418–458. https://doi.org/10.1080/1086296X.2010.525202
- Clarke, L. W. (2006). Power through voicing others: Girls’ positioning of boys in literature circle discussions. Journal of Literacy Research, 38(1), 53–79. https://doi.org/10.1207/s15548430jlr3801_3
- Cohen, E. G., & Lotan, R. A. (1997). Working for equity in heterogeneous classrooms: Sociological theory in practice. Teachers College Press.
- Corkett, J., Hatt, B., & Benevides, T. (2011). Student and teacher self-efficacy and the connection to reading and writing. Canadian Journal of Education, 34(1), 65–98. https://files.eric.ed.gov/fulltext/EJ932470.pdf
- Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approach`es (2nd ed.). SAGE Publications, Inc.
- Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications, Inc.
- Daniels, H. (2002). Literature circles: Voice and choice in book clubs & reading groups. Stenhouse Publishers.
- Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behavior, 20(1), 43–63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x
- Evans, K. S. (1996). Creating spaces for equity? The role of positioning in peer-led literature discussions. Language Arts, 73(3), 194–202. https://www.jstor.org/stable/41484060
- Evans, K. S. (2002). Fifth-grade students’ perceptions of how they experience literature discussion groups. Reading Research Quarterly, 37(1), 46–69. https://doi.org/10.1598/RRQ.37.1.2
- Frankel, K. K. (2017). What does it mean to be a reader? Identity and positioning in two high school literacy intervention classes. Reading & Writing Quarterly, 33(6), 501–518. https://doi.org/10.1080/10573569.2016.1250143
- Frankel, K. K., & Fields, S. S. (2019). Disrupting storylines: A case study of one adolescent’s identity, agency, and positioning during literacy tutoring. Literacy Research and Instruction, 58(3), 142–163. https://doi.org/10.1080/19388071.2019.1588437
- Frankel, K. K., Fields, S. S., Veeder-Kimball, J., & Murphy, C. R. (2018). Positioning adolescents in literacy teaching and learning. Journal of Literacy Research, 50(4), 446–477. https://doi.org/10.1177/1086296X18802441
- Guest, G., Namey, E. E., & Mitchell, M. L. (2013). Collecting qualitative data: A field manual for applied research. SAGE Publications.
- Hall, L. A. (2010). The negative consequences of becoming a good reader: Identity theory as a lens for understanding struggling readers, teachers, and reading instruction. Teachers College Record, 112(7), 1792–1829. https://doi.org/10.1177/016146811011200708
- Hall, L. A. (2016). “I don’t really have anything good to say”: Examining how one teacher worked to shape middle school students’ talk about texts. Research in the Teaching of English, 51(1), 60–83. https://library.ncte.org/journals/rte/issues/v51-1/28685
- Hall, L. A., Burns, L. D., & Edwards, E. C. (2011). Empowering struggling readers: Practices for the middle grades. Guilford Press.
- Harré, R., Moghaddam, F. M., Cairnie, T. P., Rothbart, D., & Sabat, S. R. (2009). Recent advances in positioning theory. Theory & Psychology, 19(1), 5–31. https://doi.org/10.1177/0959354308101417
- Harré, R., & Van Langenhove, L. (1999). Positioning theory: Moral contexts of intentional action. Blackwell.
- Henk, W. A., & Melnick, S. A. (1995). The reader self-perception scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470–482. https://www.jstor.org/stable/20201471
- Henk, W. A., & Melnick, S. A. (1998). Upper elementary‐aged children’s reported perceptions about good readers: A self‐efficacy influenced update in transitional literacy contexts. Literacy Research and Instruction, 38(1), 57–80. https://doi.org/10.1080/19388079809558277
- Holland, D., Lachiotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Harvard University Press.
- Holland, D., & Leander, K. (2004). Ethnographic studies of positioning and subjectivity: An introduction. Ethos, 32(2), 127–139. https://doi.org/10.1525/eth.2004.32.2.127
- Lazarides, R., & Warner, L. M. (2020, May 29). Teacher self-efficacy. In G. W. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.890
- Leander, K. M. (2002). Locating Latanya: The situated production of identity artifacts in classroom interaction. Research in the Teaching of English, 37(2), 198–250. https://www.jstor.org/stable/40171622
- Lewis, C. (1997). The social drama of literature discussions in a fifth/sixth-grade classroom. Research in the Teaching of English, 31(2), 163–204. https://library.ncte.org/journals/rte/issues/v31-2/3878
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
- Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119–137. https://doi.org/10.1080/10573560308223
- López, F. A. (2017). Altering the trajectory of the self-fulfilling prophecy: Asset-based pedagogy and classroom dynamics. Journal of Teacher Education, 68(2), 193–212. https://doi.org/10.1177/0022487116685751
- Maloch, B. (2005). Moments by which change is made: A cross-case exploration of teacher mediation and student participation in literacy events. Journal of Literacy Research, 37(1), 95–142. https://doi.org/10.1207/s15548430jlr3701_4
- Matthews, M. W., & Kenser, J. (2003). Children learning with peers: The confluence of peer status and literacy competence within small group literacy events. Reading Research Quarterly, 38(2), 208–234. https://doi.org/10.1598/RRQ.38.2.3
- McElvain, C. M. (2010). Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33(2), 178–205. https://doi.org/10.1111/j.1467-9817.2009.01403.x
- Merriam, S. (1988). Case study research in education: A qualitative approach. Jossey-Bass.
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications, Inc.
- Moje, E. B., Luke, A., Davies, B., & Street, B. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415–437. https://doi.org/10.1598/RRQ.44.4.7
- Moje, E. B., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78(1), 107–154. https://doi.org/10.17763/haer.78.1.54468j6204x24157
- Möller, K. J. (2005). Creating zones of possibility for struggling readers: A study of one fourth grader’s shifting roles in literature discussions. Journal of Literacy Research, 36(4), 419–460. https://doi.org/10.1207/s15548430jlr3604_1
- Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13. https://doi.org/10.1177/1609406917733847
- Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(2), 139–158. https://doi.org/10.1080/10573560308222
- Peterson, K. (2016). Making meaning with friends: Exploring the function, direction and tone of small group discussions of literature in elementary school classrooms. Reading Horizons, 55(3), 29–61. https://scholarworks.wmich.edu/reading_horizons/vol55/iss3/2/
- Saldaña, J. (2021). Three approaches to qualitative data analysis [PowerPoint slides].
- Short, K. G., & Pierce, K. M. (1998). Talking about Books!: Literature discussion groups in K-8 classrooms. Heinemann.
- Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1–27. https://doi.org/10.1080/02702710903256601
- Sosa, T. (2017). Recently I was in a fatal incident: Personal narratives and social identities. Linguistics and Education, 42, 34–42. https://doi.org/10.1016/j.linged.2017.08.002
- Stake, R. E. (2006). Multiple case study analysis. The Guilford Press.
- Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797–811. https://doi.org/10.1037/0022-3514.69.5.797
- Vacca, J. L., Vacca, R. T., Gove, M. K., Burkley, L. C., Lenhart, L. A., & McKeon, C. A. (2018). Reading and learning to read (10th ed.). Pearson Education Inc.
- Venegas, E. M. (2018). Strengthening the reader self-efficacies of reluctant and struggling readers through literature circles. Reading & Writing Quarterly: Overcoming Learning Difficulties, 34(5), 419–435. https://doi.org/10.1080/10573569.2018.1483788
- Venegas, E. M. (2019). “We listened to each other”: Social-emotional growth in literature circles. The Reading Teacher, 73(2), 149–159. https://doi.org/10.1002/trtr.1822
- Wagner, C. J. (2020). Seeing and nurturing young children’s reading identities. Journal of Language & Literacy Education, 16(1), 1–14. https://files.eric.ed.gov/fulltext/EJ1253894.pdf
- Walgermo, B. R., Frijters, J. C., & Solheim, O. J. (2018). Literacy interest and reader self-concept when formal reading instruction begins. Early Childhood Research Quarterly, 44, 90–100. https://doi.org/10.1016/j.ecresq.2018.03.002
- Wortham, S. (2004). The interdependence of social identification and learning. American Educational Research Journal, 41(3), 715–750. https://doi.org/10.3102/00028312041003715
- Worthy, J., Consalvo, A. L., Bogard, T., & Russell, K. W. (2012). Fostering academic and social growth in a primary literacy workshop classroom: “Restorying” students with negative reputations. The Elementary School Journal, 112(4), 568–589. https://doi.org/10.1086/664491
- Yin, R. K. (2014). Case study research: Design and methods (5th ed.). SAGE Publications, Inc.
- Young, C., & Mohr, K. A. J. (2018). Exploring factors that influence quality literature circles. Literacy Research and Instruction, 57(1), 44–58. https://doi.org/10.1080/19388071.2017.1366606
- Zacher, J. C. (2008). Analyzing children’s social positioning and struggles for recognition in a classroom literacy event. Research in the Teaching of English, 43(1), 12–41. http://www.jstor.org/stable/40171816
- Lord, C. (2008). Rules. Scholastic Paperbacks.