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首页> 外文学位 >How six fourth graders experienced and understood literacy events during one year in a quality school library.
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How six fourth graders experienced and understood literacy events during one year in a quality school library.

机译：六年级的一年级学生如何在优质的学校图书馆中体验和理解识字活动。

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摘要

In this one year study, I employed a "childist" lens (Hunt, 1991) to discover how six fourth grade students experienced and understood literacy events in a quality school library program. To locate a quality setting, I sought experts' suggestions, reviewed resources, interviewed librarians, and visited four sites. Of these four sites, I chose the quality setting with the highest percentage of racial diversity within the student population.; In response to Snow, Burns, and Griffin's (1998) call for more research on fourth grade students, I focused this study on students in this grade level. Using data from Terra Nova scores, teacher ranking, and a Title Recognition Test, I selected six fourth graders, who represented diversity in reading ability, reading experience, race, and gender.; Using a sociocultural perspective (Gee, 2001) and Halliday's (1980) "social-functional approach" (p. 37), I defined literacy for children as learning existing, new, and evolving language and language systems in text and technology; learning about language and language systems in social and cultural settings that are meaningful to the community of learners; learning through language and language systems by understanding the power of words in text and technological contexts. With this established literacy definition, I selected the literacy event as a unit of analysis.; Collecting and analyzing data were reciprocal processes. During the academic year, I collected data via observations and interviews. There were three distinct types of interviews: post literacy event, with artifacts, and with a library model. I employed an emic perspective to view the literacy events through the experiences and understanding of the participants. Using an etic lens, I applied my understandings of literacy research to analyze the child's perspective. To crystallize the findings from the analysis, I created literacy portraits for each participant that aligned with the subsidiary questions.; In summarizing the literacy portraits, I found a paradox: Although literacy events were ubiquitous in this quality school library, literacy was rare. Drawing on Swales (1990) theory of discourse communities, I argue that the contradiction may stem from differences in the school library and literacy discourse communities, as well as complexity in defining literacy.
机译：在这项为期一年的研究中，我雇用了一个“幼稚的”镜头（Hunt，1991年），以发现六名四年级学生如何在优质的学校图书馆计划中体验和理解识字事件。为了确定质量设置，我征求了专家的建议，审查了资源，采访了馆员，并访问了四个站点。在这四个地点中，我选择了学生群体中种族多样性百分比最高的质量设置。为响应Snow，Burns和Griffin（1998年）对四年级学生进行更多研究的呼吁，我将研究重点放在了该年级水平的学生上。我使用Terra Terra得分，教师排名和职称识别测试中的数据，选择了六个四年级学生，分别代表他们的阅读能力，阅读经验，种族和性别。从社会文化的角度（Gee，2001年）和Halliday（1980年）的“社会功能方法”（第37页），我将儿童的读写能力定义为在文本和技术中学习现有的，新的和不断发展的语言和语言系统。了解在社会和文化环境中对学习者社区有意义的语言和语言系统；通过理解文字在文本和技术环境中的作用力，通过语言和语言系统进行学习。根据这个确定的扫盲定义，我选择了扫盲事件作为分析单位。收集和分析数据是相互的过程。在学年期间，我通过观察和访谈收集了数据。访谈分为三种类型：素养后事件，人工制品和图书馆模型。我以主观能动性的观点通过参与者的经验和理解来查看扫盲活动。我使用抽搐的镜头，将我对识字研究的理解应用于分析孩子的观点。为了使分析结果更明确，我为每个与辅助问题一致的参与者创建了识字肖像。在总结扫盲肖像时，我发现了一个悖论：尽管扫盲事件在这个优质的学校图书馆中无处不在，但是扫盲却很少。我基于斯沃尔斯（1990）的话语社区理论，认为这种矛盾可能源于学校图书馆和读写能力话语社区的差异，以及定义读写能力的复杂性。

著录项

  • 作者

    Voelker, Anita N.;

  • 作者单位

    University of Maryland, College Park.;

  • 授予单位 University of Maryland, College Park.;
  • 学科 Library Science.; Education Elementary.; Education Reading.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 411 p.
  • 总页数 411
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 图书馆学、图书馆事业;初等教育;教育;
  • 关键词

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