Reading,
Writing, and the Transformation of Self: The Accomplishment of Literacy
Through the Lens of Dialogism Judith Lysaker Butler University, USA
pp.
325-336
ABSTRACT.
Learning to read and write is often cast as a process whereby children
master a particular set of cognitive and linguistic tasks. Yet
when children emerge into literacy we see there is much more to it. In
this paper, I use the lens of dialogism to account for the
transformative experience of learning to read and write. Illustrated
with a case example of an adolescent boy learning to read for the first
time I offer an analysis of how both the dialogical construction of the
intertextual self and dialogical action of the intertextual self may
lead to self transformation. In particular I suggest that
differences between oral and written language and the act of self
representation in literacy events set up new dialogic relationships
within the self that may explain how and why transformation occurs.
Implications for theory and practice are discussed.