You Don’t Know Me: Adolescent Identity Development Through Poetry Performance

Janette Michelle Hughes, Laura Jane Morrison, Cornelia Hoogland

Abstract


Our study concerns adolescents using poetry writing as an interrogative and creative means of shaping and creating “voices” or “identities.” Toronto-based high school students were challenged to be creators (rather than solely consumers) of available social practices within a digital landscape using mobile devices and social networking platforms. The students engaged in the processes of creating poetry that included experimentation with form (including spoken word, found, and rhyming couplet poetry), research, and writing-induced challenges of received ideas. Their creations of their multiple “Resonant Voices,” which in some cases were powerful statements of self-discovery and social criticism, were further amplified because they occurred in a formal educational setting.


Keywords: adolescents; identity; digital literacies; multiliteracies; poetry; social practices; social networking sites; Facebook; pedagogy; mobile devices; Android app; poetic inquiry; metacognitive


Keywords


adolescents; identity; digital literacies; multiliteracies; poetry; performance; social practices; social networking sites; Facebook; pedagogy; mobile devices; Android tablets; poetic inquiry; performance ethnography; meta-cognitive

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