東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Children's Literate Identities: Exploring the Literacy Discourses that Permeate the Lives of Two Young Children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Children's Literate Identities: Exploring the Literacy Discourses that Permeate the Lives of Two Young Children./
作者:	Eisazadeh, Nazila.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	230 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
標題:	Canadian studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27995922
ISBN:	9798698545026

Children's Literate Identities: Exploring the Literacy Discourses that Permeate the Lives of Two Young Children.
Eisazadeh, Nazila.

Children's Literate Identities: Exploring the Literacy Discourses that Permeate the Lives of Two Young Children. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 230 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2020.

This item must not be sold to any third party vendors.

This thesis reports on a multiple case study in which I explored the literate identities of two children. I examine how the literacy values, beliefs, dispositions etc. of family members, as well as those enacted during tutor sessions with me as their tutor, support or constrain children's positive literate identities.Two children, their parents and siblings, who reside in Ontario, Canada, participated in this study. Participant observations, informal and semi-structured interviews, videos of children during tutor sessions, pictures of children's communicative artifacts and my reflective diary, were the sources of data. Informed by Ivanic (2004) and Wohlwend (2009), I analyzed 372 interview responses for literacy discourse. I then analyzed 9853 meaning-making acts across videos for social purpose, which was informed by Peterson et al. (2019). I also coded meaning-making acts for literacy discourse. I coded 29,559 literacy discourses in total. Patterns of discourse were identified by first making comparisons across participants' interview responses, then making comparisons between the two children's tutor sessions. Social purpose and activity/task were also included in the comparisons between the children's tutor sessions.I found that restrictive views of literacy, such as those pertaining to the skills-mastery discourse, were more likely to constrain children's (re)construction of positive literate identities. I also found that participants' interview responses predominantly reflected the skills-mastery discourse. Furthermore, children's schools often assigned homework that enforced such restrictive views of literacy, influencing the discourses taken up during tutor sessions. I as the children's tutor, however, played a significant role in exposing children to alternative views/discourses of literacy. My findings point to the need for tutors to move beyond a "shadow education" service model, where tutors closely follow the curricula of schools - private or public - by providing homework or test preparation support no matter the messages about literacy homework tasks enforce. This study advances research in this field by describing the connections between tutors and families' perceptions of literacy and by highlighting how tutors can open up reflective dialogues with families, with the goal of encouraging broadened notions of literacy. My study contributes to improvements in teaching, particularly for tutors, and children's literacy development.

ISBN: 9798698545026Subjects--Topical Terms:

2122858
Canadian studies.
Subjects--Index Terms:

Literacy discourse

Children's Literate Identities: Exploring the Literacy Discourses that Permeate the Lives of Two Young Children.
LDR:03824nmm a2200433 4500 001 2345493
005 20230119160001.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798698545026
035 $a (MiAaPQ)AAI27995922
035 $a AAI27995922
040 $a MiAaPQ $c MiAaPQ
100 1 $a Eisazadeh, Nazila. $3 3684447
245 1 0 $a Children's Literate Identities: Exploring the Literacy Discourses that Permeate the Lives of Two Young Children.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 230 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Stagg Peterson, Shelley.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This thesis reports on a multiple case study in which I explored the literate identities of two children. I examine how the literacy values, beliefs, dispositions etc. of family members, as well as those enacted during tutor sessions with me as their tutor, support or constrain children's positive literate identities.Two children, their parents and siblings, who reside in Ontario, Canada, participated in this study. Participant observations, informal and semi-structured interviews, videos of children during tutor sessions, pictures of children's communicative artifacts and my reflective diary, were the sources of data. Informed by Ivanic (2004) and Wohlwend (2009), I analyzed 372 interview responses for literacy discourse. I then analyzed 9853 meaning-making acts across videos for social purpose, which was informed by Peterson et al. (2019). I also coded meaning-making acts for literacy discourse. I coded 29,559 literacy discourses in total. Patterns of discourse were identified by first making comparisons across participants' interview responses, then making comparisons between the two children's tutor sessions. Social purpose and activity/task were also included in the comparisons between the children's tutor sessions.I found that restrictive views of literacy, such as those pertaining to the skills-mastery discourse, were more likely to constrain children's (re)construction of positive literate identities. I also found that participants' interview responses predominantly reflected the skills-mastery discourse. Furthermore, children's schools often assigned homework that enforced such restrictive views of literacy, influencing the discourses taken up during tutor sessions. I as the children's tutor, however, played a significant role in exposing children to alternative views/discourses of literacy. My findings point to the need for tutors to move beyond a "shadow education" service model, where tutors closely follow the curricula of schools - private or public - by providing homework or test preparation support no matter the messages about literacy homework tasks enforce. This study advances research in this field by describing the connections between tutors and families' perceptions of literacy and by highlighting how tutors can open up reflective dialogues with families, with the goal of encouraging broadened notions of literacy. My study contributes to improvements in teaching, particularly for tutors, and children's literacy development.
590 $a School code: 0779.
650 4 $a Canadian studies. $3 2122858
650 4 $a Curriculum development. $3 684418
650 4 $a Educational leadership. $3 529436
650 4 $a Literature. $3 537498
650 4 $a Metaphysics. $3 517082
650 4 $a Early childhood education. $3 518817
653 $a Literacy discourse
653 $a Literature identity
653 $a Reading tutor
653 $a Ontario, Canada
653 $a Private tutor
653 $a Public turo
653 $a Family dialogues
690 $a 0518
690 $a 0401
690 $a 0449
690 $a 0727
690 $a 0396
690 $a 0385
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Dissertations Abstracts International $g 82-06A.
790 $a 0779
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27995922