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The School Library as an Other Space...

Rumberger, Alyson Thompson.

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The School Library as an Other Space: A Case Study Inquiry into Literacy and Identity.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The School Library as an Other Space: A Case Study Inquiry into Literacy and Identity./
作者:	Rumberger, Alyson Thompson.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	297 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10822416
ISBN:	9780355971507

The School Library as an Other Space: A Case Study Inquiry into Literacy and Identity.
Rumberger, Alyson Thompson.

The School Library as an Other Space: A Case Study Inquiry into Literacy and Identity. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 297 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2018.

This study builds on research conducted in classrooms by proposing that literacy happens in a range of school spaces that educational research has traditionally left unattended, such as lunchrooms, hallways, and libraries. Libraries are one space, of many, in schools where literacy "happens," despite the paucity of information about this complex space. This study explored the library as situated within a disagreement about how libraries should be utilized---either as democratic sites that provide access to a range of texts, or as sites of direct instruction in standards-aligned informational literacy.

ISBN: 9780355971507Subjects--Topical Terms:

2122756
Reading instruction.

The School Library as an Other Space: A Case Study Inquiry into Literacy and Identity.
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500 $a Adviser: Maria Paula Ghiso.
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520 $a This study builds on research conducted in classrooms by proposing that literacy happens in a range of school spaces that educational research has traditionally left unattended, such as lunchrooms, hallways, and libraries. Libraries are one space, of many, in schools where literacy "happens," despite the paucity of information about this complex space. This study explored the library as situated within a disagreement about how libraries should be utilized---either as democratic sites that provide access to a range of texts, or as sites of direct instruction in standards-aligned informational literacy.
520 $a Informed by a spatial framework, this study investigated one school library to trace which literacy practices circulated in the space through observations, spatial maps, semi-structured interviews, and artifact analysis. Findings included the library functioning as a liminal space, where competing ideas about literacy circulated. Focal students demonstrated dominant notions of what "counted" as literacy, in that they engaged in discourses that were privileged within established conceptions of schooling. However, there were also pockets of playfulness, where the space began to "crack" and gave way to a construction that was fluid, interrupting expected literacy practices.
520 $a In a context where classrooms continue to become constrained, alongside reduced funding for library programs, the diversity of literacy experiences that students can encounter decreases. Discovering what is possible in one space can offer fruitful discussion around the potential of school libraries, and other spaces for literacy, to strengthen literacy experiences in schools for our students who are most implicated by narrow definitions of literacy.
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