ABSTRACT
This chapter focuses on some of the materials and methods that are drawn on as literacy educators to foster critical and creative moments of throwntogetherness. The methods and materials prioritize throwntogetherness and fluidity over singularity and stasis. It provides an outline of several key terms. The chapter presents examples of some of the ways in which the teaching pedagogies, practices, and philosophies shape the work with young people’s texts and identities. Rather than conceptualizing identity as a linear or static process that is achieved in stages, it is understood to be something that changes over time and across space. Through the process of reading and discussing texts, adolescents’ identities are developed— reading is identity work. In a classroom setting, readers’ identities are continually being renegotiated and challenged by other readers. As teachers, they have found that it is possible to elicit adolescent’s identities through their responses to and creation of a range of texts, examples of which they provide next.
