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Tagging as a Social Literacy Practice
Author(s) -
MacGillivray Laurie,
Curwen Margaret Sauceda
Publication year - 2007
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1598/jaal.50.5.3
Subject(s) - literacy , meaning (existential) , identity (music) , expression (computer science) , value (mathematics) , social practice , population , psychology , information literacy , critical literacy , sociology , pedagogy , social psychology , computer science , aesthetics , art , philosophy , demography , machine learning , performance art , psychotherapist , art history , programming language
Tagging is not simply an act of vandalism or violence; it is a social practice with its own rules and codes—a literacy practice imbued with intent and meaning. Three aspects of tagging reflect its nature as a literate practice:• The purpose of tagging to achieve particular social goals and group affiliations • The role of talent to be considered a competent engager • The value of the quantity of tagging to achieve statusThe participants in this study had various reasons for engaging in tagging. Findings highlight these varying purposes to sustain relationships, carry on dialogue, provide social commentary, and establish an identity by being recognized and known. In general, youths are a segment of the population whose ability to use literacy tools to navigate their complex social world is often unaddressed in literacy research. It is critical to understand more clearly the meanings behind these symbolic forms of expression used by adolescents and to explore their often‐cloaked purposes for writing.