Leigh A. Hall

TL;DR: Leigh Hall and Leslie Burns as discussed by the authors use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers, and they argue that faculty mentors must learn about and consider identity formation in order to successfully socialize more diverse groups of researchers.

TL;DR: In this article, the authors elaborate on the definition of authentic literacy, describe supporting research and theory, and give examples of authentic reading and writing activities documented in a research study, focusing particularly on science instruction.

TL;DR: This article presented the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers.

TL;DR: This article explored how middle school struggling readers and their content-area teachers made decisions about how to work with classroom reading tasks and each other over a period of one academic year, and found that teachers' interactions with struggling readers were based on their models of identity for what it meant to become a good reader and the discursive identities they created for their students based on those models.

TL;DR: The authors examined how sixth grade students' discussions about texts and comprehension strategies looked similar and/or different based on their identities as readers and their reading levees, and found that they looked similar or different according to their identities and reading skills.