Entering into the activites of a social world, experiencing the social world as a participant, or observing a social world
Explaining how the activities, symbols, and texts used in one or more social worlds produce the components of a social world-- identities, roles, relationships, expectations, norms, beliefs, and values
Using symbolic tools to create a text that represents a lived social world or responds to a represented social world
Analyzing how a representation of a social world privileges particular values and beliefs; analyzing how particular literacy practices within a social world promote certain meanings while marginalizing other possibilities
Revising one's meanings for the components of a social world, changing one's actions and words within a social world to construct more desirable identities, relationships, and values
Beach, R. & Myers, J. (2001). Inquiry-Based English Instruction: Engaging Students in Life and Literature. New York, New York: Teachers College Press, p. 17-18.