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Comparative literacies: Families' li...

Howell, Amy van Dusen.

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Comparative literacies: Families' literacy practices at home and the public library.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Comparative literacies: Families' literacy practices at home and the public library./
Author:	Howell, Amy van Dusen.
Description:	287 p.
Notes:	Adviser: Steven R. Guberman.
Contained By:	Dissertation Abstracts International68-07A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3273818
ISBN:	9780549140092

Comparative literacies: Families' literacy practices at home and the public library.
Howell, Amy van Dusen.

Comparative literacies: Families' literacy practices at home and the public library. - 287 p.

Adviser: Steven R. Guberman.

Thesis (Ph.D.)--University of Colorado at Boulder, 2007.

Currently, there is a shift in literacy studies, which takes a 'social turn' (Gee, 2000) away from considering literacy as a set of technical skills learned through academic involvement to a focus on the existence of multiple literacies. Informed by linguistics, anthropology, Vygotskian theory of development, and concepts from the New Literacy Studies, this perspective points to the existence of multiple literacies for each individual-setting combination and defines literacy as a collection of practices that are contextual and social in nature and tied to specific ways of knowing. Literacy development is a process by which children---at home, in the community, and at school---come to participate in particular ways of talking, thinking, and behaving around literacy-based interactions. Following the sociocultural perspective that early literacy is not a matter of learning to read but how children learn and participate in specific social practices through their active involvement in various domains of their lives such as homes and communities, I used multiple qualitative methods to examine 6 families' literacy practices at home and the public library. Based on a sociocultural framework I compared and analyzed practices, including conceptualizations, goals, and opportunities for participation in literacy-related activities to learn how conceptualizations of literacy, institutional constraints and affordances, and underlying goals for interactions shape literacy practices. In library settings, a structured sequence of events, the Library Visit, served to guide parent-child interactions. Analysis of home literacy practices showed the relation between conceptualizations of literacy and parents' perceived level of involvement. In both settings, my study revealed how parents extend their children's participation and how emotional elements of practices influence the preservation of practices across generations. In my study's examination of literacy practices and opportunities for young children's participation in literacy-related activities in home and library settings, directions for future research have emerged, including a call to support school literacy practices that advance, rather than replace, children's understandings developed through their participation in different contexts.

ISBN: 9780549140092Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Comparative literacies: Families' literacy practices at home and the public library.
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020 $a 9780549140092
035 $a (UMI)AAI3273818
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100 1 $a Howell, Amy van Dusen. $3 1267653
245 1 0 $a Comparative literacies: Families' literacy practices at home and the public library.
300 $a 287 p.
500 $a Adviser: Steven R. Guberman.
500 $a Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2809.
502 $a Thesis (Ph.D.)--University of Colorado at Boulder, 2007.
520 $a Currently, there is a shift in literacy studies, which takes a 'social turn' (Gee, 2000) away from considering literacy as a set of technical skills learned through academic involvement to a focus on the existence of multiple literacies. Informed by linguistics, anthropology, Vygotskian theory of development, and concepts from the New Literacy Studies, this perspective points to the existence of multiple literacies for each individual-setting combination and defines literacy as a collection of practices that are contextual and social in nature and tied to specific ways of knowing. Literacy development is a process by which children---at home, in the community, and at school---come to participate in particular ways of talking, thinking, and behaving around literacy-based interactions. Following the sociocultural perspective that early literacy is not a matter of learning to read but how children learn and participate in specific social practices through their active involvement in various domains of their lives such as homes and communities, I used multiple qualitative methods to examine 6 families' literacy practices at home and the public library. Based on a sociocultural framework I compared and analyzed practices, including conceptualizations, goals, and opportunities for participation in literacy-related activities to learn how conceptualizations of literacy, institutional constraints and affordances, and underlying goals for interactions shape literacy practices. In library settings, a structured sequence of events, the Library Visit, served to guide parent-child interactions. Analysis of home literacy practices showed the relation between conceptualizations of literacy and parents' perceived level of involvement. In both settings, my study revealed how parents extend their children's participation and how emotional elements of practices influence the preservation of practices across generations. In my study's examination of literacy practices and opportunities for young children's participation in literacy-related activities in home and library settings, directions for future research have emerged, including a call to support school literacy practices that advance, rather than replace, children's understandings developed through their participation in different contexts.
590 $a School code: 0051.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Library Science. $3 881164
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690 $a 0525
710 2 $a University of Colorado at Boulder. $b Education. $3 1023248
773 0 $t Dissertation Abstracts International $g 68-07A.
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790 1 0 $a Guberman, Steven R., $e advisor
790 1 0 $a Menon, Shailaja $e committee member
790 1 0 $a Olson, Richard $e committee member
790 1 0 $a Wells Rowe, Deborah $e committee member
790 1 0 $a Wolf, Shelby A. $e committee member
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3273818