You searched for subject:(adolescent literacy).
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Virginia Tech
1.
Hall, Amy Conlin.
Gaming as a Literacy Practice.
Degree: EdD, Education, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/28700 
► This descriptive study was designed to be a detailed, informative study of a group of adult males who have been gamers since adolescence. The purposes…
(more)
▼ This descriptive study was designed to be a detailed, informative study of a group of adult males who have been gamers since adolescence. The purposes of the study are to provide information regarding gaming as a
literacy practice and to explore other vernacular technological
literacy practices. The study sheds light on the merits of gaming and other new literacies by examining the
literacy development of a select group of adult males. This research was centered on vernacular technological
literacy practices, the evolution of gaming practices, gaming intersections, and supporting school-based
literacy. Through extensive interviews with the researcher, the selected participants disclosed their gaming experiences as both adolescents and adults. They also shared their personal connections to gaming, and the technological
literacy practices they are using in their present lives.
Advisors/Committee Members: Lalik, Rosary V. (committeechair), Belli, Gabriella M. (committee member), Magliaro, Susan G. (committee member), Robinson, Carol (committee member).
Subjects/Keywords: Interpretivist; Literacy; Males; Gaming; Adolescent
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APA (6th Edition):
Hall, A. C. (2011). Gaming as a Literacy Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28700
Chicago Manual of Style (16th Edition):
Hall, Amy Conlin. “Gaming as a Literacy Practice.” 2011. Doctoral Dissertation, Virginia Tech. Accessed January 18, 2021.
http://hdl.handle.net/10919/28700.
MLA Handbook (7th Edition):
Hall, Amy Conlin. “Gaming as a Literacy Practice.” 2011. Web. 18 Jan 2021.
Vancouver:
Hall AC. Gaming as a Literacy Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10919/28700.
Council of Science Editors:
Hall AC. Gaming as a Literacy Practice. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/28700
University of Manitoba
2.
Bartok, Brandi.
"I have no story to tell": exploring the multimodal literacy identities of adolescents.
Degree: Curriculum, Teaching and Learning, 2018, University of Manitoba
URL: http://hdl.handle.net/1993/33645
► Adolescent students’ participatory and multimodal experiences outside of school are often at odds with entrenched in-school literacy instruction that tends to privilege print-based over other…
(more)
▼ Adolescent students’ participatory and multimodal experiences outside of school are often at odds with entrenched in-school
literacy instruction that tends to privilege print-based over other forms of communication. This research study documents the multimodal
literacy identities of students in a Grade 8 classroom as they explore storytelling through different modalities. Drawing upon pedagogical documentation and critical discourse analysis research methodologies, five specific inquiry questions are investigated: 1) How do students already engage in multimodal
literacy practices and analysis outside of school? 2) What strategies do students have for making sense of multimodal texts and how do they identify and discuss different modes of communication? 3) What assessment evidence can be gathered to show how and if students transfer and enhance meaning across ensembles of modes, and how can this assessment evidence be gathered in contextually relevant and respectful ways? 4) Is there evidence to suggest that students demonstrate an increase in deep or critical thinking about multimodal analysis after the instructional-learning cycle? 5) If students are allowed to voice their own stories in different modalities, what impact will this have on the classroom community and their personal
literacy practices and identities? Results of this qualitative study contribute to closing the established gap between adolescents’ in-school and outside of school
literacy practices, while offering pedagogical support to Manitoba educators as a new provincial ELA curriculum is introduced that advocates a multimodal
literacy education environment.
Advisors/Committee Members: Serebrin, Wayne (Education) (supervisor), Watt, Jennifer (Education) (examiningcommittee), Senehi, Jessica (Peace and Conflict Studies) (examiningcommittee).
Subjects/Keywords: Multimodal literacy; Multimodality; Adolescent literacy identities
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APA (6th Edition):
Bartok, B. (2018). "I have no story to tell": exploring the multimodal literacy identities of adolescents. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33645
Chicago Manual of Style (16th Edition):
Bartok, Brandi. “"I have no story to tell": exploring the multimodal literacy identities of adolescents.” 2018. Masters Thesis, University of Manitoba. Accessed January 18, 2021.
http://hdl.handle.net/1993/33645.
MLA Handbook (7th Edition):
Bartok, Brandi. “"I have no story to tell": exploring the multimodal literacy identities of adolescents.” 2018. Web. 18 Jan 2021.
Vancouver:
Bartok B. "I have no story to tell": exploring the multimodal literacy identities of adolescents. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1993/33645.
Council of Science Editors:
Bartok B. "I have no story to tell": exploring the multimodal literacy identities of adolescents. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33645
Virginia Tech
3.
Biviano, Amanda C.
A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom.
Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/89088
► This study explored how one English Language Arts teacher used a sociocultural lens to plan and implement lessons that use literature to examine disability critically.…
(more)
▼ This study explored how one English Language Arts teacher used a sociocultural lens to plan and implement lessons that use literature to examine disability critically. The sample included the teacher and one ninth grade English Language Arts class of approximately 25 students in a rural high school. Through a series of three semi-structured workshops, the teacher and researcher examined the social discourses surrounding disability, as well as how to encourage student aesthetic responses to reading and the facilitation of a dialogic pedagogy. Participant interviews, lesson plans, observation field notes, and reflective journals were analyzed. Findings give insight into the development of a teacher as he learns how to apply a sociocultural lens to literary study, as well as how he used this new understanding of disability as connected to other forms of difference. This study provides insight into how a teacher guided students through texts focused on disability as a way of critically analyzing disability in general.
Advisors/Committee Members: Azano, Amy Price (committeechair), Billingsley, Bonnie S. (committeechair), Stewart, Trevor T. (committee member), Horst, Paige Hayes (committee member).
Subjects/Keywords: disability; English Language Arts; adolescent literacy; literacy
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APA (6th Edition):
Biviano, A. C. (2019). A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89088
Chicago Manual of Style (16th Edition):
Biviano, Amanda C. “A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom.” 2019. Doctoral Dissertation, Virginia Tech. Accessed January 18, 2021.
http://hdl.handle.net/10919/89088.
MLA Handbook (7th Edition):
Biviano, Amanda C. “A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom.” 2019. Web. 18 Jan 2021.
Vancouver:
Biviano AC. A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10919/89088.
Council of Science Editors:
Biviano AC. A Case Study of One Teacher's Experience Using a Sociocultural View of Disability in the English Classroom. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89088
University of Wollongong
4.
Fajardo, Margarita Felipe.
Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines.
Degree: EdD, 2016, University of Wollongong
URL: 1302
CURRICULUM
AND
PEDAGOGY,
1303
SPECIALIST
STUDIES
IN
EDUCATION
;
https://ro.uow.edu.au/theses/4854
► Critical literacy focuses on the connection between literacy and power (Lankshear & McLaren, 1993a). It examines how literacy practices are inextricably connected to social,…
(more)
▼ Critical literacy focuses on the connection between literacy and power (Lankshear & McLaren, 1993a). It examines how literacy practices are inextricably connected to social, political and economic contexts. Critical literacy has been studied extensively for four decades in varied contexts of schooling, vocational education, higher education and adult education. Most of these studies have been in English-speaking countries (Lankshear & McLaren, 1993b; Pandya & Avila, 2014; Simpson & Comber, 2001). In the Philippines, however, critical literacy as a pedagogical practice has not been widely explored. As such, this inquiry aims to contribute to the growth of literature on critical literacy studies in the Philippines.
This purpose of this inquiry is to investigate the influences that shape college teachers’ beliefs and practices about teaching literacy at a university in the Philippines using the lens of Janks’ (2010) critical literacy synthesis model. Specifically, this inquiry seeks to examine three college teachers’ initial understandings of critical literacy, their engagement with professional learning opportunities designed to support their understanding and teaching of critical literacy, and the enablers and inhibitors they experience in the process. Three teachers from a private university in the Philippines consented to participate in this inquiry. Over one semester, the teachers engaged in professional learning workshops on critical literacy, implemented personally-designed critical literacy modules, and participated in action learning meetings (Aubusson, Ewing, & Hoban, 2009). A combination of inductive, deductive and cross-comparative qualitative data analysis (Lincoln & Guba, 1985) were used to interpret the findings of this inquiry.
The findings indicate that action learning is a viable means of professional learning for teachers. Action learning helped teachers enhance their pedagogical knowledge of critical literacy, share their reflections on its possibilities and challenges, develop a metalanguage to interpret visual texts, and enact micro-transformations in their beliefs and practices regarding teaching literacy. On the other hand, a lack of extended time for professional learning, the absence of a sustained focus on ideology critique, and limited guidance on designing critical literacy modules may have restricted teachers’ understandings of the nuances of critical literacy.
Nevertheless, data from classroom observations indicated that the professional learning workshops attended by these teachers supported them to negotiate the practice of critical literacy principles despite the contextual realities of their classes and of Luzviminda University. Some enablers for critical literacy that these teachers experienced included: selecting texts that opened discussions about inequitable relations, providing access to powerful genres, acknowledging students’ cultural capital, and allowing students to design alternative discourses. On the other hand, some inhibitors of the teaching…
Subjects/Keywords: critical literacy; adolescent literacy; multimodal text; literacy pedagogy; professional learning
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APA (6th Edition):
Fajardo, M. F. (2016). Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines. (Doctoral Dissertation). University of Wollongong. Retrieved from 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854
Chicago Manual of Style (16th Edition):
Fajardo, Margarita Felipe. “Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines.” 2016. Doctoral Dissertation, University of Wollongong. Accessed January 18, 2021.
1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854.
MLA Handbook (7th Edition):
Fajardo, Margarita Felipe. “Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines.” 2016. Web. 18 Jan 2021.
Vancouver:
Fajardo MF. Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines. [Internet] [Doctoral dissertation]. University of Wollongong; 2016. [cited 2021 Jan 18].
Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854.
Council of Science Editors:
Fajardo MF. Teaching Critical Literacy Using Multimodal Texts to College Students in the Philippines. [Doctoral Dissertation]. University of Wollongong; 2016. Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4854
The Ohio State University
5.
Hansel, Kayla M.
Teacher Perceptions About Literacy Instruction at the
Secondary Level.
Degree: MA, EDU Teaching and Learning, 2011, The Ohio State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953
► Secondary instructors have long been faced with students who struggle to read and write effectively. There have been many explanations for these struggles, ranging from…
(more)
▼ Secondary instructors have long been faced with
students who struggle to read and write effectively. There have
been many explanations for these struggles, ranging from students
not being taught effectively in their elementary grade levels,
students being passed from one grade to the next without mastering
the skills required of that grade level, or students simply being
lazy and not putting forth adequate effort (Hall, 2005). Regardless
of the explanation for student struggles, secondary teachers
recognize there is a need to add
literacy instruction to their
secondary classrooms and career-technical labs. Many of these
teachers have already found ways of including these skills, others
are open to the idea of adding
literacy skills as long as it does
not come at the expense of their content area, and a few believe
that their class time is already too short and there is no room for
added content. Increasing the
literacy skills of secondary students
will help them be more successful and more productive citizens in
society.
Advisors/Committee Members: Kinloch, Valerie (Advisor).
Subjects/Keywords: Education; Literacy; teacher perceptions; adolescent literacy; literacy instruction
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APA (6th Edition):
Hansel, K. M. (2011). Teacher Perceptions About Literacy Instruction at the
Secondary Level. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953
Chicago Manual of Style (16th Edition):
Hansel, Kayla M. “Teacher Perceptions About Literacy Instruction at the
Secondary Level.” 2011. Masters Thesis, The Ohio State University. Accessed January 18, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.
MLA Handbook (7th Edition):
Hansel, Kayla M. “Teacher Perceptions About Literacy Instruction at the
Secondary Level.” 2011. Web. 18 Jan 2021.
Vancouver:
Hansel KM. Teacher Perceptions About Literacy Instruction at the
Secondary Level. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2021 Jan 18].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.
Council of Science Editors:
Hansel KM. Teacher Perceptions About Literacy Instruction at the
Secondary Level. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953
University of California – Berkeley
6.
Johnston, Anthony.
Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements.
Degree: Education, 2014, University of California – Berkeley
URL: http://www.escholarship.org/uc/item/11c0q3mc
► This dissertation examines the identities of "marginalized" adolescents as they engage in literacy-based activities. Using ethnographic and qualitative research methods (including surveys/questionnaires, audio recorded interviews,…
(more)
▼ This dissertation examines the identities of "marginalized" adolescents as they engage in literacy-based activities. Using ethnographic and qualitative research methods (including surveys/questionnaires, audio recorded interviews, video recorded observations, classroom artifacts, and observational notes), a multi-case study occurred over six months. The study took place at South Bay High, a small public charter school, located in a poor and working class neighborhood of major city in Northern California, serving non-dominant youth. Twenty two juniors, and of these, six focal participants, elected to participate in the study, which took place in their English 11 class. The study utilizes socio-cultural theories of learning and identity, transactional theories of pedagogy, and applies figured worlds and positional identity theory in its analysis. This work is in conversation with a growing genre of scholarship referred to as literacy and identity studies (Moje, 2009). The relative fragility and durability of a student's academic identity is considered. In addition to examining individual identities, this work also takes up the collective classroom identity as a site for examination. By taking into account local histories of cultural and social contextual matters, and by examining classroom culture (i.e., norms, discourses, routines), the classroom studied offers the first case studied. Specifically, I consider the effect of ideologically divergent approaches to literacy instruction on the academic identities of the collective.Adolescence is a time when young people are in search of narratives and discourses to offer understandings of the past, security in the present, and imagined trajectories towards the future. How one comes to see oneself (and one's future) is often determined by the narratives made available - from peers, media, families, schools, and other institutions. Non-dominant youth have less access to identity resources imbued with social and academic capital from which to construct identities or imagined futures. The second findings chapter follows the focal participants as they take up literacy-based resources as they engage in processes of authoring the self.The figured world of the high school classroom has a limited amount of roles for students to occupy. Often students are labeled and treated in ways that position them on a relative scale of academic potential and social behavior. Once students become positioned in particular ways (i.e., as the class clown, teacher's pet, slacker) they often accept these positionings and come to define themselves in relatively fixed terms. However, in an ELA class, literacy can serve as a medium for students to "try on" identities not always available to them in other spaces. The third findings chapter looks at how focal participants were positioned and at the positioning events that serves to either solidify or disrupt seemingly fixed identities.Implications of the study include: Instructional practices that treat ELA classrooms as spaces for…
Subjects/Keywords: Education; Academic Identity; Adolescent Literacy; Positioning Events
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APA (6th Edition):
Johnston, A. (2014). Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/11c0q3mc
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Johnston, Anthony. “Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements.” 2014. Thesis, University of California – Berkeley. Accessed January 18, 2021.
http://www.escholarship.org/uc/item/11c0q3mc.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Johnston, Anthony. “Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements.” 2014. Web. 18 Jan 2021.
Vancouver:
Johnston A. Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements. [Internet] [Thesis]. University of California – Berkeley; 2014. [cited 2021 Jan 18].
Available from: http://www.escholarship.org/uc/item/11c0q3mc.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Johnston A. Finding Yourself in a Book: Marginalized Adolescent Identity Development and Literary Engagements. [Thesis]. University of California – Berkeley; 2014. Available from: http://www.escholarship.org/uc/item/11c0q3mc
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Toronto
7.
MacKay, Tiffany Grace.
Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms.
Degree: PhD, 2014, University of Toronto
URL: http://hdl.handle.net/1807/68868
► The purpose of this research was to investigate the extent to which junior level literacy teachers enacted a pedagogy of multiliteracies in their classroom program.…
(more)
▼ The purpose of this research was to investigate the extent to which junior level
literacy teachers enacted a pedagogy of multiliteracies in their classroom program. This qualitative study employed semi-structured interviews to investigate participants' perceptions and implementation of multiliteracies theory. The researcher also assumed the role of a participant using self-study research methodology, recording personal reflections from her experiences as a Grade 4
literacy teacher over a one-year period in addition to responding to the interview questions. Findings emerged in five areas. First, the participants demonstrated broad conceptualizations of
literacy that aligned with the principles and components of multiliteracies theory. Secondly, the data revealed the use of cross-curricular integration, allowing these teachers to provide
literacy instruction across the various
subject areas. Third, there was a strong presence of digital literacies, highlighting both positive outcomes of technology use and many obstacles that the participants worked to overcome. The fourth theme presents transformed practice activities that occurred through in-class activities and small group initiatives running parallel to participants'
literacy programs. Finally, participants' current use of supports versus desired supports for their
literacy programs are discussed. Based on the findings, implications and recommendations are provided for supporting teachers, teacher education programs, and future research.
Advisors/Committee Members: Kosnik, Clare, Curriculum, Teaching and Learning.
Subjects/Keywords: Adolescent; Classroom; Literacy; Multiliteracies; Qualitative; Technology; 0515
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APA (6th Edition):
MacKay, T. G. (2014). Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68868
Chicago Manual of Style (16th Edition):
MacKay, Tiffany Grace. “Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms.” 2014. Doctoral Dissertation, University of Toronto. Accessed January 18, 2021.
http://hdl.handle.net/1807/68868.
MLA Handbook (7th Edition):
MacKay, Tiffany Grace. “Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms.” 2014. Web. 18 Jan 2021.
Vancouver:
MacKay TG. Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1807/68868.
Council of Science Editors:
MacKay TG. Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68868
University of Toronto
8.
Kohls, Robert Alfred.
Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program.
Degree: PhD, 2016, University of Toronto
URL: http://hdl.handle.net/1807/73044
► Using an ethnographic case study approach, this thesis investigates what multilingual adolescent writers and their adult tutors in an afterschool literacy program believe about good…
(more)
▼ Using an ethnographic case study approach, this thesis investigates what multilingual
adolescent writers and their adult tutors in an afterschool
literacy program believe about good writing and a writerâ s voice, and how their beliefs about writing and voice both reflect particular linguistic and cultural values and shape attitudes towards language use, the writer, and writing development. Grounding the research in social constructivism (Vygotsky, 1980, 1986) and theories of language socialization (Duff, 2007a; Schieffelin Ochs, 1986), legitimate peripheral participation (Lave Wenger, 1991), and symbolic capital (Bourdieu, 1991, 2006), I addressed the following three questions: 1) What do tutors and students believe about good writing and a writer's voice? 2) How do tutors conceptualize their identities, purposes, and actions in responding to students' writing and voice in this context? and 3) In what ways do students see their tutoring sessions contributing to their overall development as writers? I observed 4 writing tutors and 5 of their students for 4 months, triangulating data that included observing and digitally recording the tutoring sessions; conducting semi-structured interviews and stimulated recalls with the participants; and collecting print-based materials produced by the participants. The findings show (a) that participants considered good writing as a moral imperative and that they saw good writing and voice both as interconnected and as something that produced writer capital; (b) that volunteers constructed an ad hoc tutoring identity marshaled from personal and professional experiences to tutor effectively; (c) that learning to write was a transformative, bidirectional undertaking with experts (tutors) being affected as much as novices (students); and (d) that students exhibited strong convictions over what makes an ideal writing tutor. These four observations suggest that writing and tutoring writing transmit cultural knowledge, language values, and principles of appropriate verbal and physical conduct.
Advisors/Committee Members: Cumming, Alister, Curriculum, Teaching and Learning.
Subjects/Keywords: adolescent; literacy; tutoring; voice; writing; 0441
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APA (6th Edition):
Kohls, R. A. (2016). Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73044
Chicago Manual of Style (16th Edition):
Kohls, Robert Alfred. “Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program.” 2016. Doctoral Dissertation, University of Toronto. Accessed January 18, 2021.
http://hdl.handle.net/1807/73044.
MLA Handbook (7th Edition):
Kohls, Robert Alfred. “Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program.” 2016. Web. 18 Jan 2021.
Vancouver:
Kohls RA. Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1807/73044.
Council of Science Editors:
Kohls RA. Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/73044
Vanderbilt University
9.
Phillips, Nathan Charles.
Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media.
Degree: PhD, Learning, Teaching and Diversity, 2013, Vanderbilt University
URL: http://hdl.handle.net/1803/13892
► This study investigated the teaching and learning of the interpretation and production of thematic maps and map argument performances with young people. Research was conducted…
(more)
▼ This study investigated the teaching and learning of the interpretation and production of thematic maps and map argument performances with young people. Research was conducted across three phases: (a) collection and analysis of thematic map use in news broadcasts for adults and adolescents; (b) first iteration of a classroom design experiment investigating methods for teaching and learning thematic map interpretation and production as part of a spatial analysis curriculum at an in-residence summer course for high school students; (c) second iteration of a classroom design experiment in a public high school media production classroom. The design experiments investigated the ways in which map performance activities supported learning in innovative ways, primarily through media production with small groups of young people. Qualitative micro-analysis of segments of interaction during map performances identified patterns of participation and engagement including embodied ways of engaging with maps, with media, and with others involved in the activities. These patterns of participation are described as an interplay of two conceptual categories of practice: performative semiotic aggregates and imaginative geographies. The performative semiotic aggregate describes the network of discourses interacting when young people view, read, play with, and create thematic maps and map argument performances. Imaginative geographies are acts of identity articulation in concert with or counterpoint to thematic maps and/or map argument performances.
Advisors/Committee Members: Jay Clayton (committee member), Pratim Sengupta (committee member), Rogers Hall (committee member), Cynthia Lewis (committee member), Kevin M. Leander (Committee Chair).
Subjects/Keywords: adolescent literacy; performance; space and place; geography; thematic maps; media literacy
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APA (6th Edition):
Phillips, N. C. (2013). Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13892
Chicago Manual of Style (16th Edition):
Phillips, Nathan Charles. “Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed January 18, 2021.
http://hdl.handle.net/1803/13892.
MLA Handbook (7th Edition):
Phillips, Nathan Charles. “Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media.” 2013. Web. 18 Jan 2021.
Vancouver:
Phillips NC. Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1803/13892.
Council of Science Editors:
Phillips NC. Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/13892
University of North Texas
10.
Taliaferro, Cheryl.
Ninth-grade Students’ Negotiation Of Aesthetic, Efferent, And Critical Stances In Response To A Novel Set In Afghanistan.
Degree: 2011, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc103398/
► This qualitative, action research study was guided by two primary research questions. First, how do students negotiate aesthetic, efferent, and critical stances when reading a…
(more)
▼ This qualitative, action research study was guided by two primary research questions. First, how do students negotiate aesthetic, efferent, and critical stances when reading a novel set in Afghanistan? Second, how do aesthetic and efferent stances contribute to or hinder the adoption of a critical stance? A large body of research exists that examines student responses to literature, and much of that research is based on the transactional theory of reading. However, it remains unclear how critical
literacy fits into this theory. This study describes how one group of high school students’ aesthetic and efferent responses to a novel set in Afghanistan supported their development of critical stances. Six students enrolled in a ninth-grade English course participated in this study. Data were collected for 13 weeks. Data included two individual interviews with each student, student writing assignments in the form of 6 assigned journal entries and 7 assigned essays, transcriptions of 12 class discussions, field notes, lesson plans, a teacher researcher journal, and research memos. Data were analyzed using the constant comparative method. Three major findings emerged from this study. First, class discussions provided a context for students to adopt stances that were not evident in their individual written responses to the novel, which were completed prior to the discussions. Second, the discussions provided scaffolding that helped several of the students adopt world-efferent and critical stances. Third, both the aesthetic and the efferent stances contributed to students’ adoption of critical stances.
Advisors/Committee Members: Mathis, Janelle, Nuñez-Janes, Mariela, Patterson, Leslie, White, Nora L..
Subjects/Keywords: Critical literacy; adolescent literacy; transactional theory; Rosenblatt; international literature; global literature
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Texas A&M University
11.
Miller, Diane Morris.
Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.
Degree: PhD, Curriculum and Instruction, 2014, Texas A&M University
URL: http://hdl.handle.net/1969.1/152458
► Situated within the historical and current state of writing and adolescent literacy research, this systematic literature review screened 2,871 articles to determine the prevalent themes…
(more)
▼ Situated within the historical and current state of writing and
adolescent literacy research, this systematic literature review screened 2,871 articles to determine the prevalent themes in current research on writing tasks in content-area classrooms. Each article in the final corpus of 37 studies was evaluated and coded using seven methodological quality indicators. The qualitative synthesis of studies is organized by the categories of context, cognition, and content, and the studies are grouped within each category by relevant themes in order to explore how the incorporation of writing tasks into content-area instruction benefits secondary students’ content-area learning and knowledge acquisition. Findings address themes such as the aspects of explicit-strategy and inquiry-based instruction, the impact of prewriting models, the role of metacognition and journaling, and the writing-related implications for content-area assessment. Suggestions of strategies for secondary content-area teachers to use in the integration of writing tasks into their instruction and future directions for research are offered.
Advisors/Committee Members: McTigue, Erin M. (advisor), Davis, Trina J. (committee member), Joshi, R. Malatesha (committee member), Liew, Jeffrey (committee member).
Subjects/Keywords: Writing; content areas; content-area literacy; disciplinary literacy; adolescent literacy; secondary education
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Chicago ·
MLA ·
Vancouver ·
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APA (6th Edition):
Miller, D. M. (2014). Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152458
Chicago Manual of Style (16th Edition):
Miller, Diane Morris. “Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 18, 2021.
http://hdl.handle.net/1969.1/152458.
MLA Handbook (7th Edition):
Miller, Diane Morris. “Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.” 2014. Web. 18 Jan 2021.
Vancouver:
Miller DM. Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1969.1/152458.
Council of Science Editors:
Miller DM. Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152458
12.
Robison, Christina Marie.
PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL.
Degree: PhD, 2016, University of New Hampshire
URL: https://scholars.unh.edu/dissertation/2251
► This phenomenological study identifies three distinct literacy orientations among ten eighth and ninth grade students who attend a small, rural school in Northern New England:…
(more)
▼ This phenomenological study identifies three distinct
literacy orientations among ten eighth and ninth grade students who attend a small, rural school in Northern New England: Game Players, Critical Consumers, and Aspirational Creators. In order to understand ongoing challenges for rural students in post-secondary life, students’
literacy practices, values and beliefs are examined within the context of students’ lived experiences and analyzed through the lens of
literacy sponsorship. Their
literacy practices, which are superficially uniform, are shown to have varying significance depending upon their
literacy orientations. These underlying philosophies represent the purpose students perceive their
literacy practices serve: to further their academic careers, to enhance and enrich their personal lives, and to contribute to the world.
Literacy educators are encouraged to promote writing, privilege student choice, and foster college-ready thinking when implementing
literacy instruction.
Advisors/Committee Members: Ruth M Wharton-McDonald, Thomas R Newkirk, Winston Thompson.
Subjects/Keywords: Literacy orientation; Literacy sponsorship; Phenomenology; Rural adolescent literacy; Rural studies; Reading instruction; Secondary education; Education
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to Zotero / EndNote / Reference
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APA (6th Edition):
Robison, C. M. (2016). PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/2251
Chicago Manual of Style (16th Edition):
Robison, Christina Marie. “PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL.” 2016. Doctoral Dissertation, University of New Hampshire. Accessed January 18, 2021.
https://scholars.unh.edu/dissertation/2251.
MLA Handbook (7th Edition):
Robison, Christina Marie. “PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL.” 2016. Web. 18 Jan 2021.
Vancouver:
Robison CM. PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL. [Internet] [Doctoral dissertation]. University of New Hampshire; 2016. [cited 2021 Jan 18].
Available from: https://scholars.unh.edu/dissertation/2251.
Council of Science Editors:
Robison CM. PLAYERS, CONSUMERS AND CREATORS: LITERACY ORIENTATIONS AMONG ADOLESCENTS ATTENDING A SMALL, RURAL SCHOOL. [Doctoral Dissertation]. University of New Hampshire; 2016. Available from: https://scholars.unh.edu/dissertation/2251
University of Iowa
13.
Haynes-Moore, Stacy.
Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.
Degree: PhD, Education, 2016, University of Iowa
URL: https://ir.uiowa.edu/etd/6127
► This dissertation study focused on complications and opportunities that surface for classroom learning in the intersections of a teacher’s methods, students’ literacies, and digital…
(more)
▼ This dissertation study focused on complications and opportunities that surface for classroom learning in the intersections of a teacher’s methods, students’ literacies, and digital space. Though researchers have discussed adolescents’ literacies and participation in out-of-school digital spaces, there persists a need to explore and document the ways educators and students use classroom digital spaces. This study examined the teaching and learning experiences of one teacher and eight students as they collaborate, compose, and produce a literature-based digital role-play.
Research questions focused on how the activity of a classroom digital role-play might connect with current
literacy reforms, in what ways the teacher’s incorporation of the digital space might shape her classroom identity and pedagogy, and in what ways students’ digital participation might reflect, extend, and negotiate their school-ascribed identities as non-proficient learners. To address these questions, I collected data between March and June 2014 in a 10th grade English language arts classroom of a rural, Midwest public high school. This particular course was designed as an academic
literacy support for students labeled as non-proficient school readers. I amassed my data collection from multiple interviews with teacher and student participants, series of classroom observations, student writings, surveys, classroom documents, teaching journals, classroom audio-recordings, and field notes.
I analyzed these data using a combination of qualitative methods: ethnographic approaches, narrative inquiry, discourse analysis, and virtual methods. I first created a narrative portrait and analysis of the teacher and students to illuminate participants’ multiple social identities. I next used methods of discourse analysis to examine the teacher and students’ language use in the classroom and digital spaces, to extend my understanding of the way their speech and writing helps them to construct social identities.
My findings complicate the way teachers might approach the use of digital spaces. Data reveal ways that the digital role-play space presents disruptions to the teacher’s ways of thinking about her classroom identity and practices. My findings also suggest that the use of a classroom digital space affords opportunities for students to explore their classroom social identities; the digital space flattens traditional school hierarchies in which the teacher leads and students learn. My study is potentially significant in that I explore the way the teacher and students experience and make meaning from the blend of their classroom interactions and digital
literacy practices. Further, I argue that folding a digital space into daily classroom life reveals significant possibilities for classroom collaboration, distributed knowledge, and shared learning among students and teacher.
Advisors/Committee Members: Colvin, Carolyn (supervisor).
Subjects/Keywords: Adolescent literacy; Digital literacy; English language arts; Literacy; School technologies; Teacher professional development
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APA ·
Chicago ·
MLA ·
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Export
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APA (6th Edition):
Haynes-Moore, S. (2016). Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6127
Chicago Manual of Style (16th Edition):
Haynes-Moore, Stacy. “Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.” 2016. Doctoral Dissertation, University of Iowa. Accessed January 18, 2021.
https://ir.uiowa.edu/etd/6127.
MLA Handbook (7th Edition):
Haynes-Moore, Stacy. “Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.” 2016. Web. 18 Jan 2021.
Vancouver:
Haynes-Moore S. Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2021 Jan 18].
Available from: https://ir.uiowa.edu/etd/6127.
Council of Science Editors:
Haynes-Moore S. Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/6127
University of Rochester
14.
Lim, Lisa.
A case study of adolescent English language learners'
literacy practices in an after school tutoring center.
Degree: PhD, 2013, University of Rochester
URL: http://hdl.handle.net/1802/27906
► This present study explores how 21st century literacies can be developed through the K-12 ELL curriculum by using online communication resources. It also investigates how…
(more)
▼ This present study explores how 21st century
literacies can be developed through the K-12 ELL curriculum by
using online communication resources. It also investigates how
culturally and linguistically diverse English language learners
(ELLs) negotiate their multilayered, dynamic, and fluid
meaning-making activities through the 21st century literacies
practices in out-of-school settings. The purpose of this study is
to understand the culturally rich, relevant out-of-school literacy
practices of adolescent ELLs in an after school educational setting
using online interactive communication media. These readers and
writers in the 21st century are presented with new opportunities as
well as challenges (including learning how to use the abundance of
new technological tools that are available to develop their
literacy skills). At the same time the context of what is required
of learners is changing. Thus, these transformations challenge and
reshape our understanding of what it means to be literate in our
21st century. In recognition of the importance of 21st century
literacies in classrooms, there is a growing body of research
documenting how such new technologies are being used and
experienced in the classroom. Very little research has been done at
the K-12 level, however this is where most English language
instruction takes place in the U.S. To fill this research gap, this
study will utilize a multiple case study approach through
constructivist theoretical perspectives to present a thick
description of what literacy practices occur in out-of-school
online spaces, and what those literacy practices mean to adolescent
ELLs. Multiple data sources were triangulated, including
observation fieldnotes, interviews, and artifacts. This study
illustrates how to promote culturally and linguistically diverse
ELLs' literacy attainment by extending literacy learning
opportunities in and out of school. Findings from this study can
contribute to the long term challenges of ELL literacy reform
efforts by informing (a) the better understanding of ELLs' unique
language learning needs, (b) teaching practices, (c) the design of
ELL curriculum, and (d) the development of ELL teacher
education.
Subjects/Keywords: 21st century literacies; Adolescent English language learners; Adolescent literacy practices; After school program; Out-of-school literacy practices; Refugees
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lim, L. (2013). A case study of adolescent English language learners'
literacy practices in an after school tutoring center. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/27906
Chicago Manual of Style (16th Edition):
Lim, Lisa. “A case study of adolescent English language learners'
literacy practices in an after school tutoring center.” 2013. Doctoral Dissertation, University of Rochester. Accessed January 18, 2021.
http://hdl.handle.net/1802/27906.
MLA Handbook (7th Edition):
Lim, Lisa. “A case study of adolescent English language learners'
literacy practices in an after school tutoring center.” 2013. Web. 18 Jan 2021.
Vancouver:
Lim L. A case study of adolescent English language learners'
literacy practices in an after school tutoring center. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1802/27906.
Council of Science Editors:
Lim L. A case study of adolescent English language learners'
literacy practices in an after school tutoring center. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/27906
15.
Catterson, Amy Koehler.
Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.
Degree: Education, 2017, University of California – Berkeley
URL: http://www.escholarship.org/uc/item/26k3t6g0
► Close reading is an enigmatic term with a simple definition: special attention to texts. Key shifts in the Common Core State Standards have led to…
(more)
▼ Close reading is an enigmatic term with a simple definition: special attention to texts. Key shifts in the Common Core State Standards have led to a renewed interest about close reading instruction among researchers and practitioners of K-12 education. Close reading is particularly salient in secondary settings, where calls to raise text difficulty and increase literacy instruction in the disciplines have placed new demands on middle and high school teachers. But even though close reading is now widespread in secondary classrooms, there is very little research to date on close reading instruction. As such we still do not know how these practices will affect students’ reading skills and motivation.In this dissertation, I offer three article-length contributions to the research base on secondary close reading instruction. First, I synthesize practice-based research on close reading instruction with the aim of identifying best practices for close reading in secondary classrooms. I then present two empirical articles that address gaps in the research literature on adolescent close reading instruction.In chapter 1, previously published in Adolescent Literacies: A Handbook of Practice-Based Research, P. David Pearson and I offer a vision for a 21st-century close reading pedagogy. This vision was influenced by a historical account of close reading’s place in adolescent classrooms over the past 75 years and a review of research on secondary close reading instruction. We argue that a 21st-century close reading pedagogy must encompass considerations of the reader and his or her sociocultural contexts, accept digital and everyday texts as candidates for close readings, and include purposes for reading beyond knowledge building. In light of these goals, we suggest five principles of adolescent close reading instruction: background knowledge, authentic reading and writing, metadiscursive awareness, critical literacy, and dialogically organized discussion.In chapter 2, I draw on the principles of close reading instruction outlined in chapter 1 to co-design tests of close reading instruction with a high school chemistry teacher. In this formative experiment, I tested the effect of background knowledge activation on amount and types of questions written about a scientific article; I also tested whether allowing students to choose texts to read about a scientific issue affected the amount of information written on that topic and their motivation to read. In a challenge to Common-Core-era recommendations that background knowledge should be held at bay when closely reading texts, I found that students who had their background knowledge activated with pre-reading activities prior to closely reading an article wrote more argument-generating questions than students who did not engage in pre-reading activities. I also argue that students who were able to choose a text to read closely about a scientific topic online recorded as much accurate information about that topic as students who were assigned a text to read by their teacher.In…
Subjects/Keywords: Reading instruction; Pedagogy; Educational technology; adolescent literacy; close reading; digital media; disciplinary literacy; reading instruction
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Catterson, A. K. (2017). Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/26k3t6g0
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Catterson, Amy Koehler. “Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.” 2017. Thesis, University of California – Berkeley. Accessed January 18, 2021.
http://www.escholarship.org/uc/item/26k3t6g0.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Catterson, Amy Koehler. “Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice.” 2017. Web. 18 Jan 2021.
Vancouver:
Catterson AK. Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2021 Jan 18].
Available from: http://www.escholarship.org/uc/item/26k3t6g0.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Catterson AK. Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/26k3t6g0
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
16.
Wilson, Amy Alexandra.
Discipline-Specific patterns of representation across ten middle school classrooms.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/27641
► This study, framed in theories of social semiotics, describes discipline-specific patterns of representation used across three disciplines—earth science, English, and mathematics—as they were taught by…
(more)
▼ This study, framed in theories of social semiotics, describes discipline-specific patterns of representation used across three disciplines—earth science, English, and mathematics—as they were taught by seven middle school teachers in the
Southeastern United States. Under the assumption that each discipline would be characterized by distinctive patterns of representation because it addressed specific kinds of content, this study sought to (a) document those patterns; (b) speculate on why
those patterns were prevalent in each discipline; and (c) describe reading and writing practices surrounding those patterns. Toward this end, the author observed the teachers for a total of 402 lessons ranging from 50 to 90 minutes each. Over the course
of eight to nine months for each teacher, the author typed field notes of her or his instruction, took photographs of classroom artifacts such as handouts and whiteboard drawings, and conducted between four to nine interviews per person regarding
representations used in the classroom. To describe the patterns of representation used in each discipline, the author and a colleague coded the data by identifying the types of representation that were used. To theorize what these particular types of
representation might have afforded teachers and students across acts of communication, the author selected three video segments from instructional episodes in each discipline, based on their inclusion of the most common modes as indicated by the
frequency count, and analyzed them using a multimodal concordance chart. The findings suggest that earth science relied heavily on gestures and a variety of iconic images as a means for representing movement and change on Earth; English relied heavily on
written words as a means for addressing characteristics of language and intangible concepts such as characters’ motivation; and mathematics relied heavily on numeric symbolic combinations and abstract images, with gestures to point out connections
between representations, as means for helping students visualize patterns and solve problems. The author describes specific reading and writing practices surrounding these modes and concludes with implications for disciplinary literacy instruction as the
development of metarepresentational competence.
Subjects/Keywords: Adolescent Literacy; Social Semiotics; Disciplinary Literacy; Science Education; English Education; Mathematics Education; Representation; Affordances
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wilson, A. A. (2014). Discipline-Specific patterns of representation across ten middle school classrooms. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27641
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wilson, Amy Alexandra. “Discipline-Specific patterns of representation across ten middle school classrooms.” 2014. Thesis, University of Georgia. Accessed January 18, 2021.
http://hdl.handle.net/10724/27641.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wilson, Amy Alexandra. “Discipline-Specific patterns of representation across ten middle school classrooms.” 2014. Web. 18 Jan 2021.
Vancouver:
Wilson AA. Discipline-Specific patterns of representation across ten middle school classrooms. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10724/27641.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wilson AA. Discipline-Specific patterns of representation across ten middle school classrooms. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27641
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vanderbilt University
17.
Jocius, Robin K.
Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products.
Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University
URL: http://hdl.handle.net/1803/12276
► An emerging body of research has demonstrated that multimodal composing is a complicated and multifaceted process which involves the coordination of semiotic, material, and interactional…
(more)
▼ An emerging body of research has demonstrated that multimodal composing is a complicated and multifaceted process which involves the coordination of semiotic, material, and interactional resources. This qualitative study explores how young
adolescent students enrolled in an academic enrichment program used digital tools to respond to and analyze literary texts. Data sources included video and audio recordings of classroom interactions, students’ multimodal compositions, artifacts from the composing process, screen recordings, in-process and final student interviews, surveys, and instructional artifacts. Findings show that students navigated different composing identities, composing pathways, and moments of creative tension as they composed multimodal products. Through the in-depth analysis of students’ individual and collaborative processes and products, this study traces the material, personal, and interactional resources that students bring to collaborative composing—and presents a description of how students take on a variety of interactional roles in the creation of their joint work. This research also documents the pedagogical structures and conditions which may support and hinder students’ collaborative, multimodal composing.
Advisors/Committee Members: Kevin Leander (committee member), Robert Jimenez (committee member), Claire Smrekar (committee member), Deborah Wells Rowe (Committee Chair).
Subjects/Keywords: middle childhood literacy; adolescent literacy; digital tools; multimodal composition; collaboration; qualitative methods
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Jocius, R. K. (2015). Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12276
Chicago Manual of Style (16th Edition):
Jocius, Robin K. “Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed January 18, 2021.
http://hdl.handle.net/1803/12276.
MLA Handbook (7th Edition):
Jocius, Robin K. “Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products.” 2015. Web. 18 Jan 2021.
Vancouver:
Jocius RK. Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1803/12276.
Council of Science Editors:
Jocius RK. Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescents’ Multimodal Processes and Products. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/12276
18.
Rosdahl, June Marie.
Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world.
Degree: 2017, Texas Woman's University
URL: http://hdl.handle.net/11274/9400
► Young adolescent girls engage in many leisure and academic activities outside of school that support literacy practices and identity formation. The use of mobile devices…
(more)
▼ Young
adolescent girls engage in many leisure and academic activities outside of school that support
literacy practices and identity formation. The use of mobile devices and online spaces has become an integral component of girls’ everyday lives that results in copious reading, writing, and identity building. Recent and rapid changes in technology provide platforms for new ways of doing
literacy and representing identities. However, girls use content and social spaces in ways that are sometimes dismissed and not sanctioned as having any
literacy value. Furthermore,
literacy research has not kept pace with girls’ emerging out-of-school
literacy practices. Scant studies explore how young girls use selfies in
literacy development and identity formation. Therefore, the purpose of this study was to explore how young
adolescent girls use selfies as
literacy practices using social media and mobile technology, and how they represent their identities. James Gee’s definition of identity provided a framework for this study: identity is “being recognized as a certain kind of person in a given context” (2000, p. 99).
Three theoretical constructs informed this study: sociocultural theory, New Literacies Studies, and theories of identity. A sociocultural perspective views
literacy as a social practice. New
Literacy Studies recognizes multiliteracies and multimodality as a meaningful way of doing
literacy through multiple contexts. Using a collective case study design (Stake, 1995) and a Grounded Theory approach (Strauss & Corbin, 1998), data was collected and analyzed inductively and recursively using qualitative techniques. The participants were ten young
adolescent girls ages 13 and 14. The data consisted of questionnaires, individual interviews, focus groups, and selfie artifacts.
The major findings suggest that girls use selfies to make meaning through the types of selfies that they take and the self-image that they portray. The findings also indicate that young girls use selfies to build relationships with boys, friends, family, and followers. Additionally, findings show that girls use selfies for communication through social media and mobile technology. Lastly, girls use selfies for self-empowerment by building self-esteem, self-confidence, and control. The conclusion of the study indicated that girls use selfies to shape and reshape their identities.
Advisors/Committee Members: Watson, Patricia (advisor), Briggs, Connie (advisor), Dunlap, Karen (advisor), Haag, Claudia (advisor).
Subjects/Keywords: Education; Adolescent literacy; Cell phones; Girls; Identity; Selfies; Social media; Educational sociology; Literacy; Reading instruction
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APA (6th Edition):
Rosdahl, J. M. (2017). Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/9400
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Rosdahl, June Marie. “Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world.” 2017. Thesis, Texas Woman's University. Accessed January 18, 2021.
http://hdl.handle.net/11274/9400.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rosdahl, June Marie. “Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world.” 2017. Web. 18 Jan 2021.
Vancouver:
Rosdahl JM. Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world. [Internet] [Thesis]. Texas Woman's University; 2017. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11274/9400.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rosdahl JM. Shaping and reshaping identities in everyday literacy practices: Adolescent girls' use of selfies in a social and mobile world. [Thesis]. Texas Woman's University; 2017. Available from: http://hdl.handle.net/11274/9400
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
19.
West, Craig K.
Agency and Education: A Critical Discourse Analysis of the
Rhetoric of Agency and Formal Education in Young Adult
Literature.
Degree: PhD, Education, Criminal Justice, and Human Services:
Educational Studies, 2017, University of Cincinnati
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269
► Depictions of formal education are common in Young Adult literature, but there is little scholarship considering the way that formal education is positioned in the…
(more)
▼ Depictions of formal education are common in Young
Adult literature, but there is little scholarship considering the
way that formal education is positioned in the genre. This critical
discourse analysis examines the relationship between formal
education and
adolescent agency in 12 Young Adult novels published
between 2012 – 2015 that appeared on the New York Times bestseller
list and earned a Kirkus starred review. This analysis answers the
following questions: 1) What is the relationship between formal
education and
adolescent agency in popular, critically acclaimed YA
novels? 2) How do authors use language to reveal the relationship
between formal education and
adolescent agency? With a critical
lens, informed by the work of Freire, Bourdieu, and Delpit, and
inspired by theories of language,
literacy, and rhetoric of Burke,
Bakhtin, and Rosenblatt, this study examines the positioning of
formal education in the text set as it relates to adolescents
developing agency. A content analysis of 12 books was coded for
valence, agency positioning, and rhetorical choices of authors.
Informed by the results of the content analysis, a cluster analysis
of five books was conducted that examined what rhetorical choices
by authors clustered around scenes coded positively or negatively
as they relate to
adolescent agency. Findings indicate that,
although most portrayals of formal education in the text set
positioned education as oppressive, emancipatory education was also
depicted as present; emancipatory education existed on an
individual level, but the formal education systems were not set up
explicitly to develop
adolescent agency. Authors used many devices
to position educators in the text set, relying heavily on
descriptions of pedagogical methods, physical descriptions, and
portrayals of interpersonal relationships and interactions between
adolescents and educators. Educators who used authentic assessment,
demonstrated care for adolescents, and acted warmly towards
adolescents were often found in agency-positive scenes. This study
has implications for educators who wish to reflect on their own
practice and hope to engage their students in critical discourse
analysis in school, adolescents who are the target consumers for
this media, society, which accepts and perpetuates a narrative of
education that is contrary to some of the founding principles of
public education, and book publishers, who may want to re-shape the
portrayals of formal education in the genre to capitalize on a
relatively static teacher narrative.
Advisors/Committee Members: Johnson, Holly (Committee Chair).
Subjects/Keywords: Education; Young Adult Literature; Critical Discourse Analysis; Adolescent Literacy; Cluster Analysis; Critical Literacy; Critical Pedagoy
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APA (6th Edition):
West, C. K. (2017). Agency and Education: A Critical Discourse Analysis of the
Rhetoric of Agency and Formal Education in Young Adult
Literature. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269
Chicago Manual of Style (16th Edition):
West, Craig K. “Agency and Education: A Critical Discourse Analysis of the
Rhetoric of Agency and Formal Education in Young Adult
Literature.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed January 18, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269.
MLA Handbook (7th Edition):
West, Craig K. “Agency and Education: A Critical Discourse Analysis of the
Rhetoric of Agency and Formal Education in Young Adult
Literature.” 2017. Web. 18 Jan 2021.
Vancouver:
West CK. Agency and Education: A Critical Discourse Analysis of the
Rhetoric of Agency and Formal Education in Young Adult
Literature. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2021 Jan 18].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269.
Council of Science Editors:
West CK. Agency and Education: A Critical Discourse Analysis of the
Rhetoric of Agency and Formal Education in Young Adult
Literature. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269
University of New Mexico
20.
Collins, Jamie Mae.
From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School.
Degree: Language, Literacy, and Sociocultural Studies, 2017, University of New Mexico
URL: https://digitalrepository.unm.edu/educ_llss_etds/72
► In this qualitative case, I explore the complexities of adolescent student writing within one project over the course of one trimester at a project-based…
(more)
▼ In this qualitative case, I explore the complexities of
adolescent student writing within one project over the course of one trimester at a project-based learning (PBL) high school. With this study, I seek to both understand how students write within project work and open-up a conversation between the fields of
adolescent literacy development and PBL. From my extensive collection of data—field notes; student writing samples; photographs; teacher artifacts; and audio records of teacher interviews, planning sessions, and implementation of writing activities—I sought to answer my overarching research question: What happens with student writing during one project in a PBL high school? With five research sub-questions, I present multiple perspectives on student writing. For analysis, I coded the various functions of student writing, conducted axial coding of project teacher interviews and instruction (Corbin and Strauss, 2007), presented a chronological account of teacher planning and instruction, and analyzed student writing from a
literacy practices approach. From these findings, I explained my understandings of student writing as a contested space, how project teachers used writing to combat student resistance, and how student writing can be understood as students building relationships with the projects through writing. I concluded this study by proposing ways project teachers might implement a
literacy practices approach to writing within PBL settings, suggesting project teachers support students as they maneuver between the material world of the project and the immaterial world of thinking as it is expressed through writing.
Advisors/Committee Members: Dr. Donald Zancanella, Dr. Sheridan Blau, Dr. Lucretia (Penny) Pence, Dr. Vanessa Svihla.
Subjects/Keywords: adolescent literacy; student writing; project-based learning; writing instruction; project writing; literacy practices; Language and Literacy Education
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APA (6th Edition):
Collins, J. M. (2017). From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_llss_etds/72
Chicago Manual of Style (16th Edition):
Collins, Jamie Mae. “From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School.” 2017. Doctoral Dissertation, University of New Mexico. Accessed January 18, 2021.
https://digitalrepository.unm.edu/educ_llss_etds/72.
MLA Handbook (7th Edition):
Collins, Jamie Mae. “From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School.” 2017. Web. 18 Jan 2021.
Vancouver:
Collins JM. From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School. [Internet] [Doctoral dissertation]. University of New Mexico; 2017. [cited 2021 Jan 18].
Available from: https://digitalrepository.unm.edu/educ_llss_etds/72.
Council of Science Editors:
Collins JM. From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School. [Doctoral Dissertation]. University of New Mexico; 2017. Available from: https://digitalrepository.unm.edu/educ_llss_etds/72
University of Manchester
21.
Cockroft, Charlotte Elizabeth.
An Exploratory Study to Investigate the Usefulness of an
Affective Reading Intervention in Supporting Adolescents’ Reading
Motivation and Engagement.
Degree: 2016, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990
► Background: There is increasing concern that as students move through to adolescence, motivation toward reading declines. When there is limited desire to read, less time…
(more)
▼ Background: There is increasing concern that as
students move through to adolescence, motivation toward reading
declines. When there is limited desire to read, less time is spent
with text, which can eventually impact on
literacy acquisition. A
systematic synthesis of research which has measured outcomes
relating to motivation and/or engagement as part of a reading
intervention was conducted. Despite the wealth of literature
surrounding
adolescent literacy, only six studies met the inclusion
criteria. The review highlighted a number of affective factors that
may contribute to effective reading interventions. However, to date
there has been no research on how Educational Psychologists (EPs)
might work with students to address affective factors in
reading.Methods/ participants: An affective reading programme
structured around a Motivational Interviewing (MI) based
intervention was implemented with three Year 8 students in one
high-school. Students were identified as having a primary reading
difficulty and perceived to be disengaged or low in motivation
toward reading. Five- 50-minute sessions were facilitated on a
fortnightly basis by the researcher. Analysis/ findings:
Quantitative outcomes from pre-, post- and three-month follow-up
indicated positive outcomes for two of the three students in
relation to motivation and engagement toward reading. However, for
one student, quantitative data were not indicative of self-report
improvements across motivation domains. Qualitative data on the
other hand suggested that all three students perceived the
intervention to have a range of benefits. Four super-ordinate
themes emerged from thematic analysis of the qualitative data
obtained from semi-structured interviews, suggesting a perceived
increase in motivation and engagement toward reading, in addition
to increased self-efficacy. The current findings identified key
factors in addressing reading motivation with
adolescent students.
Conclusion/ implications: The present study adds a valuable
contribution to current theory and research within
adolescent
literacy. It raises awareness in acknowledging and addressing the
needs and complexities of addressing motivation to read amongst
reluctant readers. A structured dissemination strategy is
discussed, along with some of the potential implications for EPs.
Further, a discussion with regards to evidence-based and
practice-based evidence in the context of this study is
presented.
Advisors/Committee Members: WOODS, KEVIN KA, Woods, Kevin, Atkinson, Cathy.
Subjects/Keywords: adolescent literacy; affective; engagement; motivation; reading; educational psychology
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APA ·
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APA (6th Edition):
Cockroft, C. E. (2016). An Exploratory Study to Investigate the Usefulness of an
Affective Reading Intervention in Supporting Adolescents’ Reading
Motivation and Engagement. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990
Chicago Manual of Style (16th Edition):
Cockroft, Charlotte Elizabeth. “An Exploratory Study to Investigate the Usefulness of an
Affective Reading Intervention in Supporting Adolescents’ Reading
Motivation and Engagement.” 2016. Doctoral Dissertation, University of Manchester. Accessed January 18, 2021.
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990.
MLA Handbook (7th Edition):
Cockroft, Charlotte Elizabeth. “An Exploratory Study to Investigate the Usefulness of an
Affective Reading Intervention in Supporting Adolescents’ Reading
Motivation and Engagement.” 2016. Web. 18 Jan 2021.
Vancouver:
Cockroft CE. An Exploratory Study to Investigate the Usefulness of an
Affective Reading Intervention in Supporting Adolescents’ Reading
Motivation and Engagement. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2021 Jan 18].
Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990.
Council of Science Editors:
Cockroft CE. An Exploratory Study to Investigate the Usefulness of an
Affective Reading Intervention in Supporting Adolescents’ Reading
Motivation and Engagement. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301990
Vanderbilt University
22.
Smith, Blaine Elizabeth.
Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature.
Degree: PhD, Learning, Teaching and Diversity, 2014, Vanderbilt University
URL: http://hdl.handle.net/1803/11332
► Although a large body of research has examined the processes of writing, much less is known about how adolescents compose with multiple modes in digital…
(more)
▼ Although a large body of research has examined the processes of writing, much less is known about how adolescents compose with multiple modes in digital environments. This qualitative study explores how students collaboratively composed across three different digital multimodal projects—a website, hypertext analysis, and podcast—that responded to and analyzed a work of literature. Multimodality and multiliteracies theoretical frameworks were integrated to better understand students’ use of modes (e.g., text, sound, images, video, animation) within the broader sociocultural context. Comparative case study methods were employed to glean a fine-grained and nuanced understanding of how three pairs of students composed during a scaffolded 7-week multimodal workshop in an urban 12th grade English classroom. Data sources included screen capture and video observations for each workshop session, student retrospective design interviews and written reflections for each project, as well as field notes, process work, and final multimodal products. Findings revealed that composing with multiple modes in response to literature was a complex, dynamic, and varied process mediated by the interaction of multiple factors, including students’ modal preferences and skills, composing tools, and multimodal assignments. There were three types of collaborative styles, with division of labor based on composers’ technical experience, content knowledge, and personal interests. Students exhibited modal preferences when working with open and flexible compositional tools—often entering into each project in a similar way, spending a majority of workshop time working with that particular mode, and relying on it to carry the communicative weight of their projects. Multimodal composing timescapes revealed that students increasingly traversed across modes as they worked on their compositions. Students also expressed composing goals focused on affective response, entertaining their audience, and expressing themselves as composers. They also worked intentionally to create modally cohesive designs in response to literature. These findings contribute to the field’s developing conception of multimodal composition processes within the context of a high school scaffolded digital writers workshop. The development of the multimodal composing timescape contributes to multimodal methods of data analysis and representation.
Advisors/Committee Members: Kevin Leander (committee member), Steve Graham (committee member), Bridget Dalton (Committee Chair), Deborah Wells Rowe (Committee Chair).
Subjects/Keywords: multimodality; multimodal composition; adolescent literacy; digital literacies; multimodal methods
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APA (6th Edition):
Smith, B. E. (2014). Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11332
Chicago Manual of Style (16th Edition):
Smith, Blaine Elizabeth. “Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed January 18, 2021.
http://hdl.handle.net/1803/11332.
MLA Handbook (7th Edition):
Smith, Blaine Elizabeth. “Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature.” 2014. Web. 18 Jan 2021.
Vancouver:
Smith BE. Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1803/11332.
Council of Science Editors:
Smith BE. Composing Across Modes: Urban Adolescents' Processes Responding to and Analyzing Literature. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11332
Texas A&M University
23.
Mcdonald, Andrea E.
Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach.
Degree: PhD, Health Education, 2015, Texas A&M University
URL: http://hdl.handle.net/1969.1/156250
► The purpose of this dissertation was to explore and provide evidence-based insight on food preparation literacy in adolescents’ homes. First, a comprehensive systematic review was…
(more)
▼ The purpose of this dissertation was to explore and provide evidence-based insight on food preparation
literacy in adolescents’ homes. First, a comprehensive systematic review was conducted to understand (1) synthesize the literature on food preparation
literacy among adolescents, and (2) assess the methodological quality of these studies. The review comprised 38 articles and addressed how researchers conceptualize food preparation
literacy, their rationale for including some aspects of food preparation
literacy, and reasons for the methodology utilized.
Second, photovoice and Grounded Theory were combined to assess food preparation practices in the homes of four rural families with an
adolescent household member. The analysis shows adolescents were encouraged to participate in food preparation at home. The adolescents described their cooking experiences as challenging at first, but becoming easier overtime with practice.
The adolescents believed food preparation at home reduced stress and promoted bonding time with parents, but increased tiredness. On the other hand, the parents of adolescents reported their food preparation
literacy and teaching strategies emerged from observation, motivation, and direct instruction. Time, age, emotion, and family (grandparents) helped to determine when teaching and learning occurred. Other factors that impacted learning and teaching were resources (T.V., computers), location (home, school), and feedback.
Overall, the two studies identified three key findings: (1) not enough work is being done in the area of food preparation; (2) many factors influence how food preparation
literacy is transmitted; and (3) food preparation knowledge and skills are transmitted primarily through informal means. This study provides an initial theoretical model to understand the dynamics of food preparation training among adolescents. Further research is needed to test the model qualitatively and better understand the definition in the use of food preparation
literacy. Health policy advocates or policymakers, health educators, and dietitians may consider developing and testing educational and behavioral interventions related to food preparation
literacy for adolescents and their parents.
Advisors/Committee Members: J. McKyer, E. Lisako (advisor), Wilson, Kelly L (committee member), Stough, Laura (committee member), Outley, Corliss (committee member), McIntosh, William (committee member).
Subjects/Keywords: Food Preparation Literacy; Photovoice; Grounded Theory; Adolescent and Parents and Family
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APA (6th Edition):
Mcdonald, A. E. (2015). Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156250
Chicago Manual of Style (16th Edition):
Mcdonald, Andrea E. “Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach.” 2015. Doctoral Dissertation, Texas A&M University. Accessed January 18, 2021.
http://hdl.handle.net/1969.1/156250.
MLA Handbook (7th Edition):
Mcdonald, Andrea E. “Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach.” 2015. Web. 18 Jan 2021.
Vancouver:
Mcdonald AE. Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1969.1/156250.
Council of Science Editors:
Mcdonald AE. Exploring Adolescents’ Experiences and Parents’ Teaching Strategies Related to Food Preparation Literacy: A Photovoice and Grounded Theory Approach. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156250
Penn State University
24.
Schappe, Julie Frear.
Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships.
Degree: 2013, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/17481
► Literacy, an ideologically rooted social practice, has been researched as reading and writing word-based language; however, literacy and literacies continue to be highly contested. Social…
(more)
▼ Literacy, an ideologically rooted social practice, has been researched as reading and writing word-based language; however,
literacy and literacies continue to be highly contested. Social practices are dynamic, evolving in response to sociocultural life. Research and policies identify divergences among in and out-of-school
adolescent literacy practices and call for research to reconsider definitions of text and what it means to read and write in the 21st century. Based on a twelve-month ethnography of
adolescent literacy with the collaboration of fifteen participants (students, teachers, and an administrator) from one northeastern U. S. high school, this study explored the question: How might the study of sociocultural beliefs and understandings about place, social relationships, and material objects inform understandings of
adolescent literacy? Representing a portion of the study, this dissertation reports findings from three
adolescent participants (all seniors) and their teachers: Tasha, a Haitian female (basic English literature); Colin, a White male (advanced placement English); and Simone, a White female (academic/mid-level English literature).
Traditional, multimodal, and multisensory methods were used in a participant-responsive design. Multimodal and multisensory methods included multiple forms of mapping (hand-drawn, hand-tracing, and digital video/photo maps) and walking tours. This study adopted an interdisciplinary theoretical framework and offers a new journey epistemology to explore sociocultural persistence through places, place-oriented social relationships, materials, and
adolescent agency implicated in meaning making. The findings contribute to scholarly understandings of texts, reading, and writing and also question established situated definitions
literacy events and
literacy practices. This research offers
literacy purposes as multisituated, traveling with adolescents and influenced by place-oriented, but not place-bound, social relationships. This research also contributes to scholarship seeking understandings about how multimodal literacies entangle with adolescents’ lives. Finally, this study shows how participant-responsive, multimodal research design can be used in conjunction with traditional ethnographic methods to conduct research consistent with participants’ ways of making meaning.
Advisors/Committee Members: Jeanine M Staples, Dissertation Advisor/Co-Advisor, Jeanine M Staples, Committee Chair/Co-Chair, Kimberly Anne Powell, Committee Member, Scott Mc Donald, Committee Member, Booker Stephen Carpenter Ii, Committee Member.
Subjects/Keywords: adolescent literacy; literacies; place; mapping; multimodal literacies; multisituated literacies; ethnography; journey
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APA ·
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MLA ·
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Export
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Manager
APA (6th Edition):
Schappe, J. F. (2013). Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17481
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Schappe, Julie Frear. “Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships.” 2013. Thesis, Penn State University. Accessed January 18, 2021.
https://submit-etda.libraries.psu.edu/catalog/17481.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Schappe, Julie Frear. “Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships.” 2013. Web. 18 Jan 2021.
Vancouver:
Schappe JF. Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 18].
Available from: https://submit-etda.libraries.psu.edu/catalog/17481.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Schappe JF. Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/17481
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Liberty University
25.
Hout, Brenda Louise.
The Effects of NILD Educational Therapy on Reading Achievement.
Degree: 2019, Liberty University
URL: https://digitalcommons.liberty.edu/doctoral/1987
► The current educational system in American schools is failing to meet the literacy needs of impaired readers in grades four through eight due to inadequate…
(more)
▼ The current educational system in American schools is failing to meet the literacy needs of impaired readers in grades four through eight due to inadequate or delayed intervention programs after third grade, which fail to incorporate cognitive and metacognitive skills taught simultaneously over extended periods of time. This causal-comparative research study was designed to investigate the inclusion of these skills in individual and group settings in a pre-/post-test format, while controlling for the pre-test, using NILD strategies and methodology. The purpose of this study was to determine if a significant difference in reading achievement existed between the two groups when simultaneous cognitive/metacognitive instruction was administered to reading impaired students in fourth through eighth grades over one school year. The independent variable consisted of group intervention (n = 152), and the dependent variable was one-one-one instruction (n = 88). Archival data from NILD included pre- and post-test standard scores from five reading subtests of the Woodcock-Johnson III or IV for the 2014-2018 school years to determine if there was a difference in academic reading achievement between groups. Prior to intervention, all students (N = 240) received standardized academic and/or psychological testing for diagnoses of a reading disability. Assumption tests were conducted, and the data was analyzed using a One-Way Analysis of Covariance (ANCOVA). The results showed no significant difference between achievement for students who had received NILD treatment in group settings as opposed to one-on-one settings where F(1, 237) = .034, p = .854. Therefore, the researcher failed to reject the null hypothesis.
Subjects/Keywords: Reading Disability; Adolescent Reading; Reading Impairment; Education; Language and Literacy Education
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APA (6th Edition):
Hout, B. L. (2019). The Effects of NILD Educational Therapy on Reading Achievement. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1987
Chicago Manual of Style (16th Edition):
Hout, Brenda Louise. “The Effects of NILD Educational Therapy on Reading Achievement.” 2019. Doctoral Dissertation, Liberty University. Accessed January 18, 2021.
https://digitalcommons.liberty.edu/doctoral/1987.
MLA Handbook (7th Edition):
Hout, Brenda Louise. “The Effects of NILD Educational Therapy on Reading Achievement.” 2019. Web. 18 Jan 2021.
Vancouver:
Hout BL. The Effects of NILD Educational Therapy on Reading Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2021 Jan 18].
Available from: https://digitalcommons.liberty.edu/doctoral/1987.
Council of Science Editors:
Hout BL. The Effects of NILD Educational Therapy on Reading Achievement. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/1987
Boston College
26.
Hennessy, Robin Marie.
Real Talk: A Teacher Researches Language, Literacy and
Diversity in an Urban High School Classroom.
Degree: PhD, Curriculum and Instruction, 2011, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:101659
► This project was my attempt to rewrite the discourse of schooling within the context of my own classroom to transform it into a dialogic, multilingual,…
(more)
▼ This project was my attempt to rewrite the discourse
of schooling within the context of my own classroom to transform it
into a dialogic, multilingual, multi-
literacy and critical
literacy
site that offered students opportunities for rigorous and relevant
intellectual work. The purpose of this study was to deepen my
understanding of the teaching and learning of language and
literacies in diverse urban schools so that I might enhance my
practice and contribute to the knowledge-base in the field. To that
end, I asked: what happens when I broaden what counts as academic
discourse and academic texts? Engaging in practitioner inquiry, I
studied the discursive space of my ninth grade
literacy class in
the urban public school where I teach. Throughout the 2008-09
academic year, I collected data in the form of audio-recordings of
class discussions and student interviews, student work and a
teacher journal. Using critical discourse analysis, I analyzed the
discursive space and situated those findings across local,
institutional and societal domains. My analysis of the data
suggests that urban schools need not rely on scripted and
low-expectations curricula that limit ways with words in academic
contexts. Instead, I argue that a student-centered and dialogic
pedagogy, which centers students not only in classroom discourse,
but also in the curriculum by including texts and instructional
practices relevant to their lives beyond the school walls, creates
a context for student engagement in rigorous intellectual work. To
that end, teachers need not devalue particular literacies or ways
with words as inappropriate for classroom discourse, but should
instead draw on students' funds of knowledge as legitimate
resources for learning.
Advisors/Committee Members: Curt Dudley-Marling (Thesis advisor).
Subjects/Keywords: Adolescent Literacy; Critical Discourse Analysis; Diversity; Language; Teacher Research; Urban Education
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APA ·
Chicago ·
MLA ·
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APA (6th Edition):
Hennessy, R. M. (2011). Real Talk: A Teacher Researches Language, Literacy and
Diversity in an Urban High School Classroom. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101659
Chicago Manual of Style (16th Edition):
Hennessy, Robin Marie. “Real Talk: A Teacher Researches Language, Literacy and
Diversity in an Urban High School Classroom.” 2011. Doctoral Dissertation, Boston College. Accessed January 18, 2021.
http://dlib.bc.edu/islandora/object/bc-ir:101659.
MLA Handbook (7th Edition):
Hennessy, Robin Marie. “Real Talk: A Teacher Researches Language, Literacy and
Diversity in an Urban High School Classroom.” 2011. Web. 18 Jan 2021.
Vancouver:
Hennessy RM. Real Talk: A Teacher Researches Language, Literacy and
Diversity in an Urban High School Classroom. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2021 Jan 18].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:101659.
Council of Science Editors:
Hennessy RM. Real Talk: A Teacher Researches Language, Literacy and
Diversity in an Urban High School Classroom. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101659
Edith Cowan University
27.
Count, Peter.
Utilising voice recognition software to improve reading fluency of struggling adolescent readers.
Degree: 2016, Edith Cowan University
URL: https://ro.ecu.edu.au/theses/1799
► Approximately 15-20% of secondary students in Australia experience reading difficulties. For many, the cognitive effort required to decode words or the lack of automaticity in…
(more)
▼ Approximately 15-20% of secondary students in Australia experience reading difficulties. For many, the cognitive effort required to decode words or the lack of automaticity in the elements that contribute to fluent reading prevents effective reading comprehension. Because reading comprehension is of critical importance across the curriculum, students with difficulties in this area are at significant academic risk.
One effective method of improving reading fluency is ‘repeated readings’ (NICHHD, 2000). The purpose of this study was to examine whether the use of repeated readings delivered via a home-based program employing voice recognition software (VRS) could improve the reading fluency and self-perception as readers of adolescent students experiencing reading difficulties. The intervention was designed to overcome the problems associated with delivering a repeated reading program within a secondary English classroom. These problems relate to the amount of time required to conduct such a program within the constraints of the existing curriculum, and the reluctance of students to participate in a program that would draw attention to their reading difficulties.
A treatment group participated in a home-based repeated reading program using VRS over a 20-week period and their results were compared to a comparison group who participated in a more traditional school-based repeated reading program. Reading fluency, comprehensions and reader self-perception were measured before and after the intervention. Data were analysed using descriptive statistics and case studies.
The intervention reported in this study resulted in improved reading rate, accuracy and comprehension for both the home-based treatment group and a school-based comparison group, with evidence of larger gains in the treatment group. The students’ perceptions of themselves as readers, however, did not show significant gains.
Subjects/Keywords: voice recognition software; adolescent literacy; reading fluency; Educational Methods
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APA ·
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MLA ·
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APA (6th Edition):
Count, P. (2016). Utilising voice recognition software to improve reading fluency of struggling adolescent readers. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/1799
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Count, Peter. “Utilising voice recognition software to improve reading fluency of struggling adolescent readers.” 2016. Thesis, Edith Cowan University. Accessed January 18, 2021.
https://ro.ecu.edu.au/theses/1799.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Count, Peter. “Utilising voice recognition software to improve reading fluency of struggling adolescent readers.” 2016. Web. 18 Jan 2021.
Vancouver:
Count P. Utilising voice recognition software to improve reading fluency of struggling adolescent readers. [Internet] [Thesis]. Edith Cowan University; 2016. [cited 2021 Jan 18].
Available from: https://ro.ecu.edu.au/theses/1799.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Count P. Utilising voice recognition software to improve reading fluency of struggling adolescent readers. [Thesis]. Edith Cowan University; 2016. Available from: https://ro.ecu.edu.au/theses/1799
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Chicago
28.
Jeong, Yoo Mi.
Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents.
Degree: 2016, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/21348
► Aims: This study aimed to validate the Parental Depression Literacy (D-Lit) scale, which was modified from the D-Lit scale based on individual and group interviews…
(more)
▼ Aims: This study aimed to validate the Parental Depression
Literacy (D-Lit) scale, which was modified from the D-Lit scale based on individual and group interviews and expert reviews.
Methods: A cross-sectional quantitative design was used. KR-20 and inter-rater reliability were examined. Using exploratory factor analysis (EFA), items of the Korean-language Parental D-Lit scale were categorized into three sub-domains, and these factors were statistically tested using confirmatory factor analysis (CFA). Correlational and comparison analysis was conducted.
Results: Findings indicated that the Parental D-Lit scale as a whole has moderate reliability and validity among Korean American parents. That is, internal consistency (alpha = 0.72) and content validity (scale-level content validity index = 0.875) were acceptable. Responses to the Parental D-Lit scale indicated that this sample of Korean American parents lacked knowledge and held negative beliefs and misperceptions about depression and its management. EFA resulted in a three-factor model, and CFA showed a close fit to the data (RMSEA = 0.056). Reliability indices indicated that total scale scores are more useful in examining depression
literacy than are scores for the subscales, which had relatively low KR-20 values. The results support criterion validity by showing statistically significant correlations in the expected direction between depression
literacy and other theoretically related concepts, such as attitudes toward mental healthcare services (+), depression stigma (-), recognition of depression (+), and acculturation (+). Regarding construct validity, Parental D-Lit scale scores showed statistically significant mean differences for depression
literacy between parents that recognized depression (M = 18.3, SD = 2.9) and those that did not (M = 16.8, SD = 4.0; p < .01).
Conclusion: Although more work is needed to refine the scale, the current study results show promise regarding use of the Korean Parental D-Lit scale in educational, clinical, and academic research contexts. Additional research on the scale is needed using larger samples that include greater numbers of Korean American fathers as well as Korean Americans in other regions of the U.S.
Advisors/Committee Members: Hughes, Tonda L. (advisor), McCreary, Linda (committee member), Johnson, Timothy (committee member), Park, Chang (committee member), Choi, Heeseung (committee member).
Subjects/Keywords: Depression literacy; D-Lit scale; Scale validation; Korean American; Adolescent depression
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APA ·
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Manager
APA (6th Edition):
Jeong, Y. M. (2016). Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21348
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Jeong, Yoo Mi. “Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents.” 2016. Thesis, University of Illinois – Chicago. Accessed January 18, 2021.
http://hdl.handle.net/10027/21348.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jeong, Yoo Mi. “Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents.” 2016. Web. 18 Jan 2021.
Vancouver:
Jeong YM. Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10027/21348.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jeong YM. Validation of Korean Version of Parental Depression Literacy Scale Among Korean American Parents. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21348
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Chicago
29.
Hall, Allison H.
Variations in Approach to Literary Reasoning Among High School Students.
Degree: 2018, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/23335
► The current study investigated student learning across time in the context of instruction designed to build knowledge, skills, and practices around literary reasoning in an…
(more)
▼ The current study investigated student learning across time in the context of instruction designed to build knowledge, skills, and practices around literary reasoning in an 11th grade English class across an academic year. The case study reported in this document was conducted as part of a larger, design-based research project (Project READI) that took up the challenge of creating learning environments that would provide adolescents with opportunities to learn to engage in evidence-based argumentation in literature, history, and science. The literature design team of this larger project developed an overarching set of learning goals and a design architecture based on consideration of prior theoretical and empirical work on literary reasoning, instructional approaches to engaging adolescents in it in formal educational contexts, and synergistic work in science and history inquiry by the larger project. The current case study focuses on individual student learning in one 11th grade literature classroom. Five students were selected as embedded cases to illustrate differences in literary reasoning over the course of the year. Data sources for these embedded cases included class discussions, interviews, and written work.
Analyses of the five embedded cases across the year revealed that each demonstrated learning consistent with the increasing demands of the curriculum. However, the five illustrate different approaches and ways of making sense of literary text. Differences were reflected in the kinds of knowledge, experiences, and affect that students drew on in their reasoning about the texts, as well as in what aspects of the text they focused on in their sensemaking. Importantly, each interpretive approach reflected an acceptable way of “doing” literary reading and was valued and accepted in the classroom context; none of the approaches were questioned or rejected by other students or the teacher.
The embedded cases reflect varied aspects of the complexity and multidimensionality of the interpretive reading of literature. That such varied approaches to sensemaking occurred is in no small measure due to classroom norms and instructional supports that empowered and enabled students to transact with text in ways that honored the intersection of established literary reasoning practices and individual personal, social, and cultural perspectives.
Advisors/Committee Members: Goldman, Susan R (advisor), Radinsky, Joshua (committee member), Wink, Donald (committee member), Sosa, Teresa (committee member), Phillips, Nathan (committee member), Goldman, Susan R (chair).
Subjects/Keywords: adolescent literacy; literary reading and reasoning; case study methodology
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APA ·
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MLA ·
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Manager
APA (6th Edition):
Hall, A. H. (2018). Variations in Approach to Literary Reasoning Among High School Students. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23335
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hall, Allison H. “Variations in Approach to Literary Reasoning Among High School Students.” 2018. Thesis, University of Illinois – Chicago. Accessed January 18, 2021.
http://hdl.handle.net/10027/23335.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hall, Allison H. “Variations in Approach to Literary Reasoning Among High School Students.” 2018. Web. 18 Jan 2021.
Vancouver:
Hall AH. Variations in Approach to Literary Reasoning Among High School Students. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10027/23335.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hall AH. Variations in Approach to Literary Reasoning Among High School Students. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23335
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Exeter
30.
Rivers, Vivian Lynne.
Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents.
Degree: PhD, 2016, University of Exeter
URL: http://hdl.handle.net/10871/27941
► This thesis examines the effects of a Bibliotherapy based intervention on literacy, behaviour, and self-efficacy of disaffected adolescents. This exploratory study sought to understand how…
(more)
▼ This thesis examines the effects of a Bibliotherapy based intervention on literacy, behaviour, and self-efficacy of disaffected adolescents. This exploratory study sought to understand how the intervention was experienced by disaffected adolescents (RQ1/RQ2) and whether it revealed any changes in their responses to the texts (RQ3). It contributes to the existing knowledge and literature by demonstrating how Bibliotherapy, implemented in an educational context, can be a useful tool in designing an intervention for disaffected students at the secondary level by linking emotional development to development in literacy and overall learning. To begin, the purpose and study aims were to develop an intervention based on the principles of Bibliotherapy in order to address the challenges of literacy and behaviour among disaffected adolescents; to evaluate the various outcomes, which may influence the design or effective implementation of the programme; to revise and make changes based on the evaluation to produce a usable programme. From this, the study aimed to answer the following research questions: how useful is Bibliotherapy and/or its principles as a tool in designing a literacy programme for re-engaging disaffected adolescents? What is the perspective of the students in undertaking the programme in means of the process involved? What changes follow this programme in regards to the improvement of literacy and enhancement of attitude and interest in reading amongst disaffected adolescents? This study used a longitudinal mixed methods approach, taking place over three cohorts (school terms), and involving thirty two Year 9 students from five secondary schools in the United Kingdom. The design and evaluation of the Bibliotherapy intervention was underpinned by both a concurrent triangulation model and action research. The evaluation of the programme involved the collection of both qualitative and quantitative data; therefore, a pragmatic stance to the research was adopted that was positioned as mixed-methods. Qualitative data was analysed using a thematic approach and merged to complement the Quantitative findings offering a more thorough and valid interpretation. The qualitative analysis revealed four overarching themes from the participation in the programme: positive developments in Power Over Learning, Emotional Intelligence, Peer Impact to Learning, and New Reader Identities. The quantitative findings, for the most part, did not reveal any statistically significant changes in reading, self-efficacy, or behaviour; however, there were isolated cases among individual cohorts where the findings did reveal significant changes in fluency, reading, reading difficulty perception, behaviour, and with personal resiliency such as increased optimism, tolerance, and adaptability. This study supports findings from earlier studies suggesting that disaffected adolescents at secondary school levels can benefit from reading and behavioural intervention. It offers new knowledge regarding the effectiveness and use of Bibliotherapy as a…
Subjects/Keywords: 615.8; Bibliotherapy; Adolescent literacy; Social Emotional Learning; Secondary Reading Intervention
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APA ·
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MLA ·
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APA (6th Edition):
Rivers, V. L. (2016). Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/27941
Chicago Manual of Style (16th Edition):
Rivers, Vivian Lynne. “Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents.” 2016. Doctoral Dissertation, University of Exeter. Accessed January 18, 2021.
http://hdl.handle.net/10871/27941.
MLA Handbook (7th Edition):
Rivers, Vivian Lynne. “Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents.” 2016. Web. 18 Jan 2021.
Vancouver:
Rivers VL. Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10871/27941.
Council of Science Editors:
Rivers VL. Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/27941
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Open Access Theses and Dissertations
