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Full-Text Articles in Education

Literacy And Identity Investment In Secondary Drama Courses: Using Narrative Inquiry To Investigate Teacher Perceptions Of The Affordances Of Secondary Drama Courses In Ontario, Megan Johnston Jul 2018

Literacy And Identity Investment In Secondary Drama Courses: Using Narrative Inquiry To Investigate Teacher Perceptions Of The Affordances Of Secondary Drama Courses In Ontario, Megan Johnston

Electronic Thesis and Dissertation Repository

This study investigated the teacher perceptions in regard to the literacy learning and identity investment opportunities within their own Drama classrooms in Ontario. This study also addresses the challenges that were present within Drama classes when teachers tried to celebrate and incorporate cultural, linguistic, and semiotic diversity.

The theoretical tools of the study include theories on multiliteracies and identity investment. Data presented in this paper emerged from semi-structured interviews with five teacher participants.

Findings of this study show that teachers perceived that their Drama classes offered a variety of multimodal opportunities for literacy and identity investment. These opportunities did not ...


Multiliteracies Meaning-Making: How Four Boys’ Video Gaming Experiences Influence Their Cultural Knowledge—Two Ethnographic Cases, Carol Ann Lane Feb 2018

Multiliteracies Meaning-Making: How Four Boys’ Video Gaming Experiences Influence Their Cultural Knowledge—Two Ethnographic Cases, Carol Ann Lane

Electronic Thesis and Dissertation Repository

Scholars have acknowledged the potential contribution of video gaming to complex forms of learning, identifying links between gaming and engagement, experiential learning spaces, problem-solving, strategies, transliteracy reflectivity, critical literacy, and metacognitive thinking. Despite this movement toward the inclusion of video gaming in literacy teaching, concerns about certain risks raised by scholars have slowed the adoption of using video games to foster learning.

Using a multiliteracies lens, this multi-case study examined the experiences of four boys engaged with video gaming in two different contexts: a community centre and an after-school video club. By drawing on Feminist Post-Structural Theory, Vygotskian, and video ...


Investigating The Place Of Children’S Home Literacy In The Ontario Kindergarten Curriculum: A Document Analysis, Hanaa Ghannoum Apr 2017

Investigating The Place Of Children’S Home Literacy In The Ontario Kindergarten Curriculum: A Document Analysis, Hanaa Ghannoum

Electronic Thesis and Dissertation Repository

The Ontario Kindergarten programmatic curriculum was examined to determine and articulate how it represents children’s and families’ funds of knowledge and how it relates to home literacy and literacy learning at school. The Kindergarten Program (2016) was the primary source within the document analysis methodology. Funds of knowledge underpins this study as the theoretical framework. This study was driven by three questions: In what ways does programmatic curriculum, The Kindergarten Program (2016), connect (or not) literacy learning with children’s home language and literacy experiences from home? How are families depicted within (if at all) the programmatic curriculum in ...


Navigating Chinese And English Multiliteracies Across Domains In Canada: An Ethnographic Case Study Of Culturally And Linguistically Diverse Children’S Literacy Practices, Xiaoxiao Du Aug 2014

Navigating Chinese And English Multiliteracies Across Domains In Canada: An Ethnographic Case Study Of Culturally And Linguistically Diverse Children’S Literacy Practices, Xiaoxiao Du

Electronic Thesis and Dissertation Repository

Increasing diversity in the globalized world challenges the field of education such as policy development and curriculum design (Suarez-Orozco & Suarez-Orozco, 2009). With more and more students speaking a home language other than English entering schools, numerous studies have examined their English language development with a focus on how they learn to read and write at home and school. However, less is known about culturally and linguistically diverse children’s literacy practices across domains. This study investigated Chinese children’s literacy practices and asked What are Chinese children’s literacy practices at school, home, and in the community? What(linguistic and sociocultural) resources do Chinese children draw upon in their literacy practices? In what ways (if any) do classroom teachers, parents, and communities support Chinese children’s literacy practices?

The study took the social and cultural perspectives toward literacy with a focus on multiltieracies (the New London Group, 1996). In order to examine children’s literacy practices across domains, I employed the case study approach using ethnographic tools such as participant observations and semi-structured interviews to collect data (O’Reilly, 2005; Yin, 2005). Participants included Chinese families and teachers. Data analysis involves data triangulation, constant comparison and critical reflection.

Findings of the study indicate that children’s literacy practices were directed to print literacy in adult-organized literacy events and children’s literacy practices were multimodal in children-initiated literacy events, children drew upon their social, cultural and linguistic backgrounds to explore literacies, and adults provided certain degrees of support based on their understanding and backgrounds.


Investigating Teachers' Understandings Of Gender Equity And Achievement In Postfeminist Times, Katee Joy Van Campen Jun 2014

Investigating Teachers' Understandings Of Gender Equity And Achievement In Postfeminist Times, Katee Joy Van Campen

Electronic Thesis and Dissertation Repository

Drawing from feminist post-structuralism and critical social theories, this thesis examines the significance of postfeminist and neo-liberal influences on teachers’ perspectives about gender equity and girls’ success within the context of Ontario’s high-stakes standardized testing policies and their pedagogical experiences in the classroom. The significance of this inquiry is in its capacity to contribute to further theorizing about how teachers are negotiating the changing meaning of gender equity through a neo-liberal and postfeminist lens. It also adds to the growing body of research that investigates the significance of socio-economic background with regards to girls’ achievement and participation in school ...


Multimodal Literacy Learning Opportunities In One Grade Six Classroom: Possibilities And Constraints, Terry S. Loerts Oct 2013

Multimodal Literacy Learning Opportunities In One Grade Six Classroom: Possibilities And Constraints, Terry S. Loerts

Electronic Thesis and Dissertation Repository

The goal of this qualitative case study was to provide insights into the place of multimodal literacy learning opportunities in the classroom literacy curriculum in a junior level context that is under-represented in the research literature, to ascertain the possibilities and constraints for multimodal literacy learning opportunities therein, and to document the students’ literacy practices within these opportunities. To achieve these ends, the study explored the multimodal literacy learning opportunities that were afforded by a grade six classroom curriculum within Ontario, Canada. Specifically, the study asked: What, if any multimodal literacy learning opportunities does a grade six classroom curriculum afford ...


A Case Study Mapping Literacy Learning Opportunities And Identity Construction Among African Immigrant Youth In A Canadian Secondary School, Wambui J. Gichuru Aug 2013

A Case Study Mapping Literacy Learning Opportunities And Identity Construction Among African Immigrant Youth In A Canadian Secondary School, Wambui J. Gichuru

Electronic Thesis and Dissertation Repository

Studies with immigrant and refugee youth highlight challenges, school failure and early push-out rates (Anisef, 2008; James, 2012; Roessingh, 2010). There is limited research about how immigrant students especially from continental Africa negotiate their identity at school for positive outcomes. The goal of this qualitative case study was to explore literacy learning opportunities afforded by the school for African youth who were learning to become literate in English as an additional language in a Canadian secondary school and the implications for the students’ communicative and identity options.

The study utilized ethnographic tools, i.e., interview, classroom observation, mapping literacy activities ...


Print Literacy Opportunities For Young Children In A Multimodal Literacy Ensemble, Lori Mckee Mar 2013

Print Literacy Opportunities For Young Children In A Multimodal Literacy Ensemble, Lori Mckee

Electronic Thesis and Dissertation Repository

This study explored the opportunities for print literacy learning within multimodal ensembles that featured art, singing, and digital media. Study questions concerned how reading and writing were practiced and what learning opportunities were afforded for them during an intergenerational program that united 13 kindergarten children with 7 elders to work through a chain of multimodal projects. Data were collected through ethnographic tools in the Rest Home where the projects were completed and in the children’s classroom where project content and tools were introduced and extended by the classroom teacher. Themes were identified through the juxtaposition of field texts in ...