Vernacular literacy in high school: practices associated with the construction of subjects and subjectivities in digital settings

Abstract

This article describes the vernacular literacy practices of high school students who read and write in their everyday lives outside formal educational settings. It examines how these practices are closely linked to the construction of subjects and subjectivities beyond institutionalized and standardized models designed for assessment purposes. Wattpad is considered as a digital space in which young people act as reader-authors, build communities of practice, and develop a sense of belonging. Methodologically, the study adopts a qualitative approach with a descriptive-interpretive design based on the case study method. Semi-structured interviews were conducted to explore this phenomenon. The review of previous research revealed low levels of reading proficiency reported in national and international standardized assessments, highlighting the need to consider other literacy practices that emerge in young people’s everyday lives. The findings underscore the importance of valuing vernacular literacy practices and recognizing students’ reading and writing abilities within their specific contexts and lived realities.