ABSTRACT Despite evidence that youths’ literacy practices and identities are important contributors to literacy learning, studies of secondary literacy instruction often focus on understanding classroom storylines from the perspectives of teachers and schools. The purpose of this case study was to examine how one youth, Leo, shaped the storyline of his one-on-one literacy tutorials by attending to his deviations from his tutor’s storyline. Framed by theories of identity, agency, and positioning, findings indicate that deviations were acts of agency that manifested as collaborative authoring or improvisation and provided insights about Leo as a reader, writer, and person. Findings highlight the situated and collaborative nature of meaning-making and the importance of theoretically grounded literacy instruction that attends to how students negotiate their positions in relation to teachers’ storylines.

中文翻译：

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破坏故事情节：一个青少年在扫盲辅导中的身份、能动性和定位的案例研究

摘要 尽管有证据表明青年的识字实践和身份是识字学习的重要贡献者，但中学识字教学的研究往往侧重于从教师和学校的角度理解课堂故事情节。本案例研究的目的是研究一个名叫 Leo 的年轻人如何通过关注他与导师的故事情节的偏差来塑造他的一对一扫盲教程的故事情节。以身份、代理和定位理论为框架，研究结果表明，偏差是代理行为，表现为协作创作或即兴创作，并提供了关于狮子座作为读者、作家和个人的见解。