Drawing on ethnographic research inside and outside the classroom, Janet Maybin investigates how 10- to 12-year-old children use talk and literacy to construct knowledge about their social worlds and about themselves, as they negotiate the transition from childhood into adolescence. Through the analysis of examples of talk, she shows how children use collaborative verbal strategies, stories of personal experience, and the reworked voices of others to investigate the moral order and forge their own identities.

JANET MAYBIN is a Senior Lecturer in Language and Communication at the Open University, U.K. She has written extensively for Open University courses on language, literacy, and learning, and also researches and writes on children's and adults' informal language and literacy practices. She originally trained as a social anthropologist.

Acknowledgements
Transcription Conventions
Introduction
Focussing on the Margins
Conceptualising Voice and Meaning-making
Outline of the Chapters
Setting the Scene
Shifting the Lens
The Researcher in the Data
From Context to Contextualisation
From Dialogue to Dialogicality
Evaluation, Socialisation and Identity
Towards a More Dynamic Language of Description
Context, Genre and Frames
Switching Contexts
The Generic Production of Meaning
The Intertextual Construction of the Present
Microcontexts: Manipulating Frames
Conclusion
Dialogue and Collaboration: Girls and Boys
The Duet of Friendship
Producing Unformalised Knowledge in Group Talk
Gender, Communicative Style and Identity
Conclusion
Reported Voices and Evaluation
Representing Voices: Grammatical and other Cues
Invoking and Evaluating People
Recreating Events
Evaluation in Projected Speech and Reported Thought
Conclusion
Articulating Dialogue: Agency and Gender in Children's Anecdotes
Representing Experience and Exploring the Self
Three Levels of Narrative Meaning
Indexicalisation and Dialogic Relationships
Conclusion
Narrative Reflections and Moral Complexities
Articulating Moral Stances
Beleaguered Positions
Divided Loyalties
Conclusion
Schooled Voices
A Framework for Understanding Reproduced Voices
Repetition and Appropriation in Teacher-Pupil Dialogue
Reproducing Authoritative Voices: Appropriation and Styling
Framing Work and Play
Conclusion
Official and Unofficial Literacies
Official Literacy: Power, Procedure and Product
Hybrid Practices
Unofficial Literacy
Personal Writing: Identity and Regulation
Conclusion
Conclusion
Notes
References
Index
Acknowledgements
Transcription Conventions
Introduction
Focussing on the Margins
Conceptualising Voice and Meaning-making
Outline of the Chapters
Setting the Scene
Shifting the Lens
The Researcher in the Data
From Context to Contextualisation
From Dialogue to Dialogicality
Evaluation, Socialisation and Identity
Towards a More Dynamic Language of Description
Context, Genre and Frames
Switching Contexts
The Generic Production of Meaning
The Intertextual Construction of the Present
Microcontexts: Manipulating Frames
Conclusion
Dialogue and Collaboration: Girls and Boys
The Duet of Friendship
Producing Unformalised Knowledge in Group Talk
Gender, Communicative Style and Identity
Conclusion
Reported Voices and Evaluation
Representing Voices: Grammatical and other Cues
Invoking and Evaluating People
Recreating Events
Evaluation in Projected Speech and Reported Thought
Conclusion
Articulating Dialogue: Agency and Gender in Children's Anecdotes
Representing Experience and Exploring the Self
Three Levels of Narrative Meaning
Indexicalisation and Dialogic Relationships
Conclusion
Narrative Reflections and Moral Complexities
Articulating Moral Stances
Beleaguered Positions
Divided Loyalties
Conclusion
Schooled Voices
A Framework for Understanding Reproduced Voices
Repetition and Appropriation in Teacher-Pupil Dialogue
Reproducing Authoritative Voices: Appropriation and Styling
Framing Work and Play
Conclusion
Official and Unofficial Literacies
Official Literacy: Power, Procedure and Product
Hybrid Practices
Unofficial Literacy
Personal Writing: Identity and Regulation
Conclusion
Conclusion
Notes
References
Index
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