“Helping Students Develop a D-Identity”
What is a D-identity?
Personal traits make up a person’s discursive perspective or D-identity. Discourses are ways of being “certain kinds of people,” which is supported by discourse (lower case d) or dialogue of other people (Gee (2000/2001), p. 110, 103). D-identities are the way others recognize you as a person and involves how others perceive you in the way you express yourself. D-identities include combinations of how you express yourself in the way you walk, talk, dress, your values, beliefs, feelings, and even your use of specific tools, objects, or technology (Gee (2000/2001), p. 109). For example, my office contains a bookshelf of chemistry and education books, I wear a lab coat and safety goggles, I teach chemistry techniques, and I use tools such as a scientific calculator and Excel. Therefore, others recognize my D-identity as a chemistry educator. However, if I had art books, talked about the recent art gallery I visited, and had art brushes on my desk, then people would associate me as an art enthusiast instead. What is your D-identity?
Developing a D-identity
People can have several identities developed for themselves and continue to develop those identities throughout their life. Turkle (2008) states that “We never graduate from working on identity; we simply work on it with materials we have at hand at a particular state of life” (p.125). I think it is important that educators provide materials and assist students in building an academic D-identity. Bransford (2006) stated “.. other researchers have highlighted that learning involves changes in people’s identities—who they understand themselves to be and who others position them to be (Becker, 1953; Holland, Lachicotte, Skinner, & Cain,1998; Lave & Wenger, 1991; Nasir, 2002; Wenger, 1999).”(p.220) Mobile technology can help students develop an academic D-identity by allowing them to connect with professional institutions and participate in affinity groups that share the same interests. This learning can occur formally inside the institution and informally outside within online networks.
Instructors and Experts as Facilitators
Instructors inside an institution or experts within the field have the ability to model behavior that can be imitated and assimilated by learners. Learners can then express and interact with others using the combination of traits learned from those experts. Gee (2000/2001) states that “some institution or set of institutions, or some group or groups of people, must work across time and space to underwrite and uphold the ways in which certain combinations get recognized in certain ways and not others.”(p.110) Once a student starts imitating combinations that are recognized in that professional context, then they too will be viewed as part of that profession. Others will begin to perceive their new academic D-identity. What types of traits exhibit professionalism in a field? One area that I consider a trait is students acquiring the language or discourse that supports their identity. Here is a YouTube video that The Open University produced about the perspective of discursive psychology, how it affects our identity in relation with others and how discourse changes over time.
Face-to-Face Interactions in Identity Development
When dealing with identity development, it is also important to consider face-to-face interactions as part of the process. Emotional well-being is important in stabilizing an identity. Pea et. al (2012) states that “Face-to-face communication was positively associated with social success.” (p. 332) Although this was based on girls between the ages of 8-12, I still think it is an important aspect to consider for all ages. Therefore, besides the development of a professional online identity through a social network, the student should experience face-to-face meetings with professionals. Examples that I think that could provide face-to-face experiences for higher education include apprenticeships, conferences, professional meetings, or attending academic institutions. Mobile technology can also help others connect and meet face-to-face in virtual meetings. People need these type of interactions to support their self-wellness and their identities. Becoming more comfortable in working with others in the same context that matches your D-identity will strengthen that D-identity. What type of interaction do you rely on in fostering your D-identity?
References:
Bransford, J., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P., … Sabelli, N. (2006). Learning theories and education: Toward a decade of synergy. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 209–244). Mahwah, NJ: Lawrence Elerbaum Associates.
Gee, J. P. (2000/2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-111 and 119 – 121
Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., Nass, M., Simha, A., Stillerman, B., Yang, S., & Zhou, M. (2012). Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls. Developmental psychology. Advance online publication. doi: 10.1037/a0027030.
Turkle, S. (2008). Always-on/always-on-you: The tethered self. In J. E. Katz (Ed.), Handbook of mobile communication studies (pp. 121-137). Cambridge, MA: MIT Press. Retrieved from http://web.mit.edu/sturkle/www/pdfsforstwebpage/ST_Always%20On.pdf.