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This paper provides a telling case account of how a child called Charlie was positioned and (re)positioned himself within and across different situational types of classroom literacy encounters in his first-grade classroom. This telling case is based on a re-analysis of an originating study conducted by the author (HARRIS, 1989); and is founded on a history of research based on revisioning archived data records as new theories develop. Providing a profile of different ways in which a child positions self and is positioned by the teacher, the system and peers, this telling case presents a research approach for understanding positioning processes and their consequences for children as they develop literacy processes and identities. To make transparent how the telling case study led to new theoretical insights, this paper makes visible multiple levels of analytic scale and angles of analysis of positioning (ANDERSON, 2009) that were undertaken to make visible the dynamic nature of positioning as understood through Positioning Theory (HARRÉ &amp; LANGENHOVE, 1999; HARRÉ, 2012). This telling case study, therefore, builds a foundation for developing theoretical understandings of the fluid and dynamic nature of positioning in classrooms, and influences of positioning on children’s opportunities to enact and demonstrate their literate identities and capabilities.

WHAT NO “RUG TIME” SHARING MEANS: REVISIONING CHILDREN’S OPPORTUNITY TO ENACT LITERATE IDENTITIES THROUGH THE LENS OF POSITIONING THEORY