| a in this article mainly come from Orlonia Phillips's life | | | | the following sections, we discuss three repertoires |
| history interview, which took place in March 2007. | | | | of literacy Merrell Boots（ practices as they |
| The literacy-in-persons protocol was used to guide | | | | are situated within biographical and historical frames: |
| this audiotaped discussion, which took place in the | | | | quotidian literacies, space literacies, and critical |
| classroom where she works as a paraprofessional | | | | literacies. We focus on the quotidian, space, and |
| and lasted four hours. Using Brandt (2001), Johnson | | | | critical literacy repertoires because in our repeated |
| (2007), Key (1998), and Thompson (2000) as guides, | | | | readings of the data, they played the most |
| the literacy-in-persons life history interview protocol | | | | prominent role in delineating Orlonia's |
| was developed around the following domains: general | | | | literacy-in-persons. |
| life Merrell Shoes（ circumstances, literacy in | | | | Data in this article mainly come from Orlonia Phillips's |
| the home, literacy in school, literacy in community, | | | | life history interview, which took place in March 2007. |
| and church (see Table 1). A follow-up interview was | | | | The literacy-in-persons protocol was used to guide |
| conducted in October 2007 in Orlonia's home. Data | | | | this audiotaped discussion, which took place in the |
| used in this article also come from a life history | | | | classroom where she works as a paraprofessional |
| interview that Amy conducted with Orlonia's husband, | | | | and lasted four hours. Using Brandt (2001), Johnson |
| Meggs Phillips, as well as field notes recorded to | | | | (2007), Key (1998), and Thompson (2000) as guides, |
| document the process of creating P Is for Pinesville. | | | | the literacy-in-persons life history interview protocol |
| We began data analysis by reading the interview | | | | was developed around the following domains: general |
| data to gain a general understanding of Orlonia's life. | | | | life Merrell Shoes（ circumstances, literacy in |
| We read and coded specifically for literacy practices | | | | the home, literacy in school, literacy in community, |
| and events that we identified within Orlonia's | | | | and church (see Table 1). A follow-up interview was |
| recollections. We created a table in which we plotted | | | | conducted in October 2007 in Orlonia's home. Data |
| out literacy practices, events, and texts (see Table | | | | used in this article also come from a life history |
| 2). For analytic purposes, we defined texts as | | | | interview that Amy conducted with Orlonia's husband, |
| objects and interactions from which individuals derive | | | | Meggs Phillips, as well as field notes recorded to |
| meaning. This table not only helped in data reduction | | | | document the process of creating P Is for Pinesville. |
| but also helped to organize conceptually Orlonia's | | | | We began data analysis by reading the interview |
| literacy-in-persons. | | | | data to gain a general understanding of Orlonia's life. |
| Conceptual organization helped reduce data further, | | | | We read and coded specifically for literacy practices |
| identifying repertoires of literate practice | | | | and events that we identified within Orlonia's |
| (Rubinstein-Avila, 2007) that Orlonia engaged in | | | | recollections. We created a table in which we plotted |
| throughout her life: everyday or quotidian literacies, | | | | out literacy practices, events, and texts (see Table |
| space literacies, place literacies, critical literacies, | | | | 2). For analytic purposes, we defined texts as |
| gender literacies, health literacies, and church literacies. | | | | objects and interactions from which individuals derive |
| Studying such repertoires can highlight how adults' | | | | meaning. This table not only helped in data reduction |
| and adolescents' literacies are located within frames | | | | but also helped to organize conceptually Orlonia's |
| of history and biographyor how the residue from | | | | literacy-in-persons. |
| past experiences informs one's literacy-in-persons. In | | | | |