Relationship with literacy: A longitudinal perspective on the literacy practices and learning of young people without a diploma

Abstract

This article explores the temporal dimension of the ‘rapport à l’écrit’ (relationship with literacy) in the lives of two young people—Anaïs (aged 19) and Zachary (aged 22)— without a secondary school diploma. The article draws on data taken from a mixed-methods longitudinal study looking at young people’s transitions in Québec (Canada). Process Analysis is used as an analytical framework. The results suggest that young people without a secondary school diploma do not necessarily have a difficult or negative relationship with literacy. By focusing on the relationship with literacy and its evolution over time, it is possible to put emphasis on young people’ positive investment in a number of literacy practices and not be limited to school practices alone. Our findings confirm the relevance of exploring the temporal dimension of the relationship with literacy for policy makers, researchers, and educators.