Matching Items (4)
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- All Subjects: Language arts
- Creators: Marsh, Josephine
Description
ABSTRACT This mixed methods study examines 126 community college students enrolled in developmental reading courses at a mid-sized Southwestern community college. These students participated in a survey-based study regarding their reading experiences and practices, social influence upon those practices, reading sponsorship, and reading self-efficacy. The survey featured 33 structured response prompts and six free response prompts, allowing for both quantitative and qualitative analysis. The study¡&brkbar;s results reflected the diverse reading interests and practices of developmental college students, revealing four main themes: -the diversity and complexity of their reading practices; -the diversity in reading genre preferences; -the strong influence of family members and teachers as reading sponsors in the past with that influence shifting to friends and college professors in the present; and, -the possible connection between self-efficacy and social engagement with reading. Findings from this study suggest these college students, often depicted as underprepared or developmental readers, are engaging in diverse and sophisticated reading practices and perceive reading as a means to achieve their success-oriented goals and to learn about the real world.This study adds to the limited field of community college literacy research, provides a more nuanced view of what it means to be an underprepared college reader, and points to ways community college educators can better support their students by acknowledging and building upon their socio-culturally influenced literacy practices. At the same time, educators can advantage students academically in terms of building their cultural capital with overt inculcation into disciplinary literacies and related repertoires of practice. Keywords: college students, reading, sponsorship, multimodal reading practices, developmental education, social networking, and literacy
ContributorsKiefer, Cynthia (Author) / Early, Jessica (Thesis advisor) / Blasingame, James (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study follows three secondary teachers as they facilitate a digital storytelling project with their students for the first time. All three teachers were not specifically trained in digital storytelling in order to investigate what happens when a digital storytelling novice tries to do a project like this with his or her students. The study follows two high school English teachers and one middle school math teacher. Each teacher's experience is shared in a case study, and all three case studies are compared and contrasted in a cross-case analysis. There is a discussion of the types of projects the teachers conducted and any challenges they faced. Strategies to overcome the challenges are also included. A variety of assessment rubrics are included in the appendix. In the review of literature, the history of digital storytelling is illuminated, as are historical concepts of literacy. There is also an exploration of twenty-first century skills including multiliteracies such as media and technology literacy. Both the teachers and their students offer suggestions to future teachers taking on digital storytelling projects. The dissertation ends with a discussion of future scholarship in educational uses of digital storytelling.
ContributorsGordon, Corrine (Author) / Blasingame, James (Thesis advisor) / Nilsen, Alleen P (Committee member) / Early, Jessica (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2011
Description
The poems in To Name a Cat intend to capture certain abstractions—grief, love, betrayal, wonder, relativity, and, of course, expectation—in approachable anecdotes that, when brought together, create a narrative about loss that is, nevertheless, laced with hope. The work often relies on an animal, particularly the cat, as a vehicle to, and arbiter between the abstractions. Animals tend to illicit a certain innocence that is, perhaps, present in humans, but altogether tougher to find. Still, it is a noble errand to search, which is, at its heart, what To Name a Cat strives to do.
ContributorsConner, Reese (Author) / Ball, Sally (Thesis advisor) / Dubie, Norman (Committee member) / Rios, Alberto (Committee member) / Arizona State University (Publisher)
Created2015
Description
This qualitative study uses the theoretical concepts of identity, agency, and power to explore the ways in which students in their moment-to-moment interactions enact identities, agency, and power as they engage in the activity of writing and participate in a writing workshop. This research highlights what happens to writers as they engage in writing processes with one another and moves away from interpreting what happens between students as only cognitive or behavioral phenomenon. Additionally, through the lenses of identity, agency, and power, the complexity of what it means to be a writer in a writing workshop is made visible. Data for the study were collected over a five-month period and include observations of children participating in a third-grade writing workshop, written field notes, and detailed recording of the actions and interactions among the students as well as the teacher and students to capture the time, space, and participants' activity during the writing workshop. Whole class and small-group interactions were video and/or audiorecorded daily for later transcription, observation and reflection. Semi-structured informal interviews and informal talks with the students and the teachers were conducted and recorded on a regular basis, and the students' written work and other related artifacts were collected to examine the students' work as writers. The research reveals three major themes: 1) students enact multiple identities to serve a variety of purposes; 2) students enact agency in the ordinary and everyday practices of the writing workshop to change their present interactions, circumstances, and conditions; and 3) in their microlevel interactions, students enact macrolevel notions of power that shift classroom as well as peer relations. Additionally this study reveals the ways in which students use their written texts as evidence to substantiate the claims they are making about themselves and about others as learners and as people.
ContributorsKander, Faryl Leigh (Author) / Smith, Karen (Thesis advisor) / Edelsky, Carole (Committee member) / Hudelson, Sarah (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2010