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Thesis (EdD)--Open University.

This observational study examines teacher pedagogy and student literacy practices in a 21st century resource rich Grade 1 classroom in order to gain insight into the forms, functions, tools, topics and contexts involved in students’ literacy experiences for boys of access and privilege. Teacher’s pedagogical choices were examined to understand how the teacher created learning opportunities based on her beliefs about texts and student identities and how her pedagogical choices were influenced by the curriculum, parents and the nature of schooling. Case study methodology was used in order to examine these complex relationships. Both quantitative and qualitative data was collected and analyzed in the form of reading and writing profiles, collection of assessment data and artefacts, classroom observations, parent questionnaires, interviews with teacher and students and data related to the texts used in the classroom. This study is significant because it demonstrates that, in a school of access and privilege, literacy is taught in both traditional and new ways and the layering of these beliefs about literacy create meaningful learning experiences for the boys. Teacher pedagogy draws on teacher and student beliefs, knowledge and identities but is also influenced by traditional assumptions about “what the boys need to learn” in Grade 1. Theoretical frameworks that inform analysis in this research include multiliteracies (New London Group [NLG], 1996), multimodality (Kress, 2000), literacy as social practice (Barton & Hamilton, 2000) and social constructivism (Vygotsky, 1978). These frameworks support an understanding of students’ literacy practices and the rationale behind the pedagogical choices made by the teacher as the students and teacher collaborate, communicate and engage in literacy practices around multimodal texts. Implications include shaping future teacher practice, goals for 21st century curriculum development and new conceptions around literacy learning practices that influence how young students contribute to and experience literacy in 21st century classrooms.

This observational study examines teacher pedagogy and student literacy practices in a 21st century resource rich Grade 1 classroom in order to gain insight into the forms, functions, tools, topics and contexts involved in students’ literacy experiences for boys of access and privilege. Teacher’s pedagogical choices were examined to understand how the teacher created learning opportunities based on her beliefs about texts and student identities and how her pedagogical choices were influenced by the curriculum, parents and the nature of schooling. Case study methodology was used in order to examine these complex relationships. Both quantitative and qualitative data was collected and analyzed in the form of reading and writing profiles, collection of assessment data and artefacts, classroom observations, parent questionnaires, interviews with teacher and students and data related to the texts used in the classroom. This study is significant because it demonstrates that, in a school of access and privilege, literacy is taught in both traditional and new ways and the layering of these beliefs about literacy create meaningful learning experiences for the boys. Teacher pedagogy draws on teacher and student beliefs, knowledge and identities but is also influenced by traditional assumptions about “what the boys need to learn” in Grade 1. Theoretical frameworks that inform analysis in this research include multiliteracies (New London Group [NLG], 1996), multimodality (Kress, 2000), literacy as social practice (Barton & Hamilton, 2000) and social constructivism (Vygotsky, 1978). These frameworks support an understanding of students’ literacy practices and the rationale behind the pedagogical choices made by the teacher as the students and teacher collaborate, communicate and engage in literacy practices around multimodal texts. Implications include shaping future teacher practice, goals for 21st century curriculum development and new conceptions around literacy learning practices that influence how young students contribute to and experience literacy in 21st century classrooms.

Schools are a place to foster lifelong learning skills. Upon graduation, students continue to learn through the news. What skills and abilities are needed, then, to become news literate? By relying on in-depth interviews with five Ontario journalists, this study brings the voice of journalists into this academic discussion, a voice that has been largely neglected in the reviewed literature. This study finds reporters largely agree with educational theorists on the concepts and lessons underpinning news literacy curricula, although refine these ideas from the point of view of news producers. Several themes emerged through phenomenological analysis of interview transcripts, including news creation as a social process, deep questioning and curiosity in relation to critical thinking, the roles of social media in the modern news ecosystem, and understanding news as a narrative that we shape and are shaped by. Each theme defines what it means to be news literate from the point of view of journalists and gives a detailed view of the generally accepted academic definition of media literacy, which is the ability to access, analyze, evaluate and create media in a variety of forms (Aufderheide, 1993; UNESCO, n.d.). Journalists acknowledged their domain expertise with the media and teachers’ expertise with education, meeting Masterman’s (2001) belief in the need for educators and journalists to work together to further the cause of media literacy. Educators looking for more detailed ideas for the construction of news literacy curricula can find those details in the thoughts, ideas and themes in this study. / Thesis (Master, Education) -- Queen's University, 2011-04-25 21:40:25.073

Thesis (M.Ed.)--University of Waikato, 2007. / Title from PDF cover (viewed February 27, 2008) Includes bibliographical references (p. 167-177)

Thesis (M.S.)--Missouri University of Science and Technology, 2009. / Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed April 9, 2009) Includes bibliographical references (p. 80-82).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.Ed.)--Acadia University, 2001. / Includes bibliographical references (leaves 231-248). Also available on the Internet via the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2010 Aug 16.