Buehl’s (2011) discussion of literary theorist Gee’s (2000) multiple identities on page 3 regarding my affinity (or association) identity reminded me of when my brother and I got our first NES before I was in Kindergarten. We loved to play Mario Bros. We also went on regular ski trips. I learned to sled very early on, and then transitioned to skis from at least age 6 or so. I eventually learned how to snowboard in middle/high school. This was all due to my associations with those who taught me how to use a controller/turn on a sled, a pair of skis, and even on a snowboard.
Approx. 1993 - Approx. 1999
Buehl’s (2011) discussion of the steps toward basic literacy on page 11 reminded me of how I learned how to read in first grade. This was a big leap because before I had to imagine the story from just the picture cues and facial expressions of comic book characters. I kept bugging my brother to read them to me, but he wouldn't; he would end up just reading by himself. I later was able to sit next to him and read by myself. This was at first difficult because I wanted to read so badly that I would jump ahead. I felt like I didn’t have time to decode silly 3 letter words or do Hooked on Phonics; I needed to read this very minute! Yet it took time: months, quarters, semesters. It was like dying of thirst while waiting in line for the best ride in the whole amusement park. Now, I rode the ride and yet am still dying of thirst; I can’t wait for another book to devour, all thanks to that good foundation that took time.
Discourse Identity (home cook; baker)
Approx. 1996 - Approx. 2020
Buehl’s (2011) discussion of literary theorist Gee’s (2000) multiple identities on page 3 regarding my discourse (or trait) identity reminded me of how I learned to cook and bake from my parents while growing up. Now I'm a pretty good cook! I think we must have the same taste buds and the same approach and appreciation for food so that it was easy for me to observe, confer, and understand why my parents did things a certain way around the kitchen (much of it is procedural knowledge) and why that might be important for me when it came time to make quick decisions around the kitchen -- especially if something is burning! This is what I got out of reading Buehl’s logging experience on pages 24-26.
Affinity Identity (music; percussion)
Approx. 1998 - Approx. 2020
Buehl’s (2011) discussion of literary theorist Gee’s (2000) multiple identities on page 3 regarding my affinity (or association) identity reminded me of how association got me hooked on music: there was no saxophone, no trumpet, but finally a strange boy asked if I wanted to play drums with him. Drums, I thought; that is preposterous and barbaric, though I grudgingly gave it a shot and eventually gave into a lifelong passion for music. I guess good friends really do become good influences.
Approx. 1999 - Approx. 2005
Buehl’s (2011) discussion of the steps toward intermediate literacy on pages 11-12 reminded me of how I came unto my own ability to read. Although I followed the same steps of doing vocab and decoding big words, I found that I still was struggling to read in high school. Reading a ton of fiction is probably what saved me and helped me to keep up with both my ability and interest in reading because school could only seemingly do so much for me.
Disciplinary Literacy (English Literature; BA in English)
Approx. 2003 - Approx. 2013
Buehl (2011) describes disciplinary literacy on pages 12-15. It took me from middle school to the end of college where I was finally comfortable with reading. It wasn't until college that I learned to really read, could actually read, and wanted to read. I read until the hour hand went around the clock like the minute hand. Now, I am pretty handy at reading many sorts of texts from various disciplines. It took 10+ years of hard training, but I knew it was worth it; hence, I am an English major. I took the benefits of reading seriously and gained much as a result.
Institution Identity (teacher)
2005 - 2020
Having had the disciplinary literacy to pass college and everything, I find that being an ESL tutor/PPT/PTT/Substitute Teacher in Seoul, Korea and then in Hawaii was the most practical outlet for my skill set. Plus I talk a lot. So Buehl’s (2011) description of institution (position) identity reminded me of who I am as a professional and how I got here. Indeed, the DoE certified me to become a sub, for example.
Disciplinary Literacy (Business, Finance, Physical Sciences, Social Sciences)
2006 - 2016
As previously stated, my undergrad allowed me a whopping 90 credits of electives so I took (by no means a comprehensive list): business admin., marketing, HR; physics, marine/microbiology; criminology; psychology; sociology. I ate about as much as I could from such an academic smorgasbord. I'm not a picky eater; I just hang around my favorites. It reinforces the idea of Buehl’s (2011) description of a disciplinary literacy profile; I have quite a lot of subjects that I understand and am comfortable reading as a result of years (decades) of training my abilities to read, understand, and write.
Institution Identity (Real Estate Agent)
Approx. Sept 2019 - Approx. Dec 2019
Just like Buehl (2011) mentioned about a position or institution identity on page 3, I recently took and passed a real estate course and passed the national and state licensing exams. I really did not have the confidence at first to understand what was being discussed, but slowly, I began to conceptualize and apply what I was learning to my own situation(s). My voracious reading habits kicked in and eventually I saw myself wearing the shoes of a realtor, as what Buehl quotes Johnston (2004) as saying on page 8 “building an identity means coming to see in ourselves the characteristics of … people and developing a sense of what it feels like to be that sort of person and belong in certain social spaces.” Not only do I now understand and belive it, I live and embody it.