Search results for: Galili-Schachter Inbar

In this article, the authors suggest a third conceptual model, identity literacy, to understand the essence of literacy. This model is based in developmental psychology’s concept of identity. Qualitative methodology was used to explore teachers’ ideas regarding teaching texts. Three themes regarding teachers’ ideas on the proper way to teach texts emerged from the analysis: Good textual study is potentially personally meaningful; good teaching accentuates the potential of texts to trigger identity processes in the reader; and for students to learn to read in this manner, a particular stance toward texts needs to be taught.