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Becoming aware of literacy.

Bell, Jill Sinclair.

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Becoming aware of literacy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Becoming aware of literacy./
作者:	Bell, Jill Sinclair.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1991,
面頁冊數:	367 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-02, Section: A, page: 4370.
Contained By:	Dissertation Abstracts International53-02A.
標題:	Educational philosophy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN65988
ISBN:	9780315659889

Becoming aware of literacy.
Bell, Jill Sinclair.

Becoming aware of literacy. - Ann Arbor : ProQuest Dissertations & Theses, 1991 - 367 p.

Source: Dissertation Abstracts International, Volume: 53-02, Section: A, page: 4370.

Thesis (Ph.D.)--University of Toronto (Canada), 1991.

This dissertation uses a first person, narrative methodology to argue for an understanding of literacy as an individual and societal construct. By exploration of the writer's personal experiences as a literacy learner, teacher and researcher, the thesis details how the understanding of literacy is an individual construct growing out of personal experiences shaped by societal attitudes.

ISBN: 9780315659889Subjects--Topical Terms:

3173367
Educational philosophy.

Becoming aware of literacy.
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500 $a Source: Dissertation Abstracts International, Volume: 53-02, Section: A, page: 4370.
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520 $a This dissertation uses a first person, narrative methodology to argue for an understanding of literacy as an individual and societal construct. By exploration of the writer's personal experiences as a literacy learner, teacher and researcher, the thesis details how the understanding of literacy is an individual construct growing out of personal experiences shaped by societal attitudes.
520 $a It is argued that, in view of the multidisciplinary nature of the literature on literacy, the notion of commonplaces can usefully be employed to explore the relationship between apparently disparate positions. It is suggested that all discussions of literacy can be identified in terms of the relationships between the four commonplaces of User, Text, Process and Society. Viewed in this way, it is evident that the role played by the individual literacy User has not been thoroughly explored in the literature.
520 $a The research inquiry at the heart of this account examines the interaction between User and Process as demonstrated in a study of Chinese literacy carried out by the researcher. The analysis makes evident that learner and tutor began the study with conflicting stories of literacy, which had a direct effect on the learning experience and the literacy which resulted. Much of the learner's prior educational experience proved to be dysfunctional when facing the task of attempting literacy as understood by a different culture. The resulting challenge which the learner experienced to the image of self suggests that the relationship between the literacy commonplaces of User and Process is dialectical.
520 $a Given the multicultural nature of education in Canada today, this individually and culturally based notion of literacy has profound implications for our understanding of the teaching and learning situation. The implications for practice are explored in the context of the production of a resource guide for teachers of literacy, considering the impact on teacher education and on classroom methodology.
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