摘要：Young adolescents are highly engaged in literacy practices involving the use of digital technologies, both inside andoutside of school. This study examines how the out-of-school use of digital technologies creates spaces in whichyoung adolescents construct and negotiate positive learner identities. Through vignettes of four young adolescents,this research uses the conceptual framework of ‘figured worlds’ (Holland, Lachicotte, Skinner and Cain, 1998),to develop an understanding of the construction of learner identities through out-of-school use of digital technologies.The discussions of the participants reveal ‘figured worlds’ of friendship, homework and soccer that transcend thetraditional boundaries of the real and the virtual, revealing a connected and dynamic concept of space. Within theseworlds, the young adolescents move in and out of learner and teacher roles when necessary to learn or advance theirskills, and in doing this, are developing self-understandings and conveying these understandings as performanceswithin a figured world. This study argues that the learner identities are constructed and negotiated by the youngadolescents are strong, positive and to varying extents self-crafted.
关键词：Figured worlds; identity; affinity spaces; young adolescents; digital technologies;mobile technology
