This study reveals science fiction fan culture as it was observed during a science fiction convention in southern California in 2009. Conventions, although social gatherings, are also places where learning takes place, and the culture is shared. The researcher, a fan herself, collected demographic data through an anonymous survey, then interviewed several fans to develop information about their educational history, cultural attitudes, and interactions with text. The evidence presented shows this group identifies itself as a subculture with its own language, arts, values, and traditions. Fandom also exhibits many characteristics of an affinity group as described by Gee (2003), in that its members are united by a common cause, and hold similar attitudes toward knowledge acquisition and information sharing. After describing who science fiction fans are, this study explores the many types of texts with which fans interact, and the types of literacy they demonstrate by doing so. In addition to being proficient readers of traditional text, fans demonstrate strong visual, computer, and genre literacy skills. Fans use these skills to interact with multiple forms of media including books, movies, television, art, blogs, fan fiction, and video games, to name a few. Furthermore, fan interests are shown to span a variety of text types including mainstream literature and nonfiction, as well as other genres. Finally, the study discusses the implications some of its findings may have for education. Importantly, it appears that a free reading program (especially as described by Krashen in 1993), which encourages students to read what they choose, would be an efficacious method of motivating students to practice higher order thinking skills. Furthermore, students should be encouraged to interact with multiple types of texts across a variety of genre including, but not limited to, science fiction. This implies that students need access to a variety of reading material including classics, genre literature, comic books, and graphic novels. / Dr. Jeannine M. Fontaine Dr. Resa Crane Bizzaro Dr. Karen Hellekson

A basic premise of the investigation is that the acquisition and exercise of advanced reading skills are essential for effective adolescent learning. For the benefits of reading to accrue maximally, learners should continue to read avidly during leisure and long after basic reading instruction, traditionally the domain of the primary school, has ceased. The purpose of this study is to investigate factors that influence the voluntary reading of some South African adolescents, specifically at an age when they undergo emotional, intellectual, social and physical changes which influence their behaviour, habits and choices. The research problem focuses on the transition from primary to secondary school, since extant literature shows that numerous factors influence adolescents’ reading habits during this phase, sometimes resulting in declining voluntary reading. Parameters for the investigation are set by the theoretical framework, centring on four domains that highlight the research problem, namely adolescence, literature, literacy and voluntary reading. Facets of these domains are explored, specifically motivation, qualitative change and the influence of home, school and community. Vygotsky’s theories on adolescent development underscore the research, as well as research on intrinsic and extrinsic motivation since, axiomatically, reading strategies develop optimally with high motivation. Stage-environmental fit theories - applied to motivation, self-efficacy or reading development - assert that learners have different sets of psychological, cognitive and psychosocial needs at different developmental levels, and unless these needs are met, academic achievement, appreciation for learning and effective reading development can decline. The often critical transition from primary to secondary school can result in a variety of lifestyle changes, and periodicity theories support the pattern and scaffolding of these transformational factors. Merging the relevant domains with developmental theories creates a matrix of Piagetian cognitive stratification. Chall’s model of developmental reading stages crafts an epistemological foundation and further refines constructivist principles developed by Vygotsky. Together they form a network explaining factors of transitional change that influence adolescents’ voluntary reading activities. The study’s methodology is delineated and followed by a description of the qualitative research design, data collection, data analysis strategies and ethical considerations. The course of the inquiry is refined in a closer focus on three domains and an explanation of the research instruments. The strengths and limitations of the study are discussed, as well as issues of reliability, validity, authenticity and generalisability. The empirical results are extrapolated from face-to-face interviews with ten respondents and their views generate the findings after a four-tiered analysis of the interview transcripts. Themes and conclusions are couched in three domains of the theoretical framework in an endeavour to address the research problem. The final chapter offers a synthesis by interweaving the theoretical outline and empirical findings. A hypothesis opening future avenues for investigation is identified, namely the factor of the internalisation of speech on reading in general and voluntary reading in particular. Two significant findings indicate that developmental stage theories effectively describe the transitional nature of the reading experiences of Grade Eight learners, and that intrinsic motivation, mastery learning and self-efficacy views play central roles in the continuation of voluntary reading. / Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2006. / Educational Psychology / unrestricted

The aim of this study was to investigate the relationship between the literacy environment at home, at school and in the community and the development of voluntary reading and thus a reading habit. This research is relevant as there is an alarming drop out rate, poor matriculation results and low scores in reading performance tests in South African schools. Many factors and possible causes can contribute to this, but a major problem is the lack of a reading habit, low literacy levels and an environment that is not supportive of literacy. As a result, many children are still leaving school functionally illiterate. In order to develop a reading habit, learners must get maximum support and encouragement from their literacy environment, as children learn from what is going on around them. The major role players in the learner's literacy environment, are the home and family (microstructure), the school and teachers, and his community which includes libraries (macrostructure). A literature study on the foundations, contexts and practices of literacy, voluntary reading and environmental factors that affect reading provides the theoretical basis and a conceptual framework for this study. The research method used is a case study with the focus on a sample of learners from Grade 3 - 7 from schools in the Highveld Ridge and Gauteng East area. Due to budgetary and logistical constraints, rural areas are not included. The empirical survey investigates various aspects of the literacy environment. The survey method, with questionnaires for learners, teachers and headmasters, was used. Both quantitative and qualitative methods are used to generate data. The findings are that many learners experience difficulties which hinder the development of a reading habit, for example: schools and communities do not have libraries, or access to them is limited; appropriate reading materials are not available; or learners do not have access to them; multilingualism is a major problem in a country with eleven official languages, as many learners have to learn and teachers have to teach in a language other than their mother tongue; parents are not literate and cannot help their children; socio-economic conditions are not conductive to reading; there is a lack of support from governmental at various levels. Although findings in a case study cannot be generalised, certain conclusions and suggestions can guide teachers, parents and librarians to create a more supportive literacy environment to encourage voluntary reading. / Information Science / M.A. (Information Science)

The aim of this study was to investigate the relationship between the literacy environment at home, at school and in the community and the development of voluntary reading and thus a reading habit. This research is relevant as there is an alarming drop out rate, poor matriculation results and low scores in reading performance tests in South African schools. Many factors and possible causes can contribute to this, but a major problem is the lack of a reading habit, low literacy levels and an environment that is not supportive of literacy. As a result, many children are still leaving school functionally illiterate. In order to develop a reading habit, learners must get maximum support and encouragement from their literacy environment, as children learn from what is going on around them. The major role players in the learner's literacy environment, are the home and family (microstructure), the school and teachers, and his community which includes libraries (macrostructure). A literature study on the foundations, contexts and practices of literacy, voluntary reading and environmental factors that affect reading provides the theoretical basis and a conceptual framework for this study. The research method used is a case study with the focus on a sample of learners from Grade 3 - 7 from schools in the Highveld Ridge and Gauteng East area. Due to budgetary and logistical constraints, rural areas are not included. The empirical survey investigates various aspects of the literacy environment. The survey method, with questionnaires for learners, teachers and headmasters, was used. Both quantitative and qualitative methods are used to generate data. The findings are that many learners experience difficulties which hinder the development of a reading habit, for example: schools and communities do not have libraries, or access to them is limited; appropriate reading materials are not available; or learners do not have access to them; multilingualism is a major problem in a country with eleven official languages, as many learners have to learn and teachers have to teach in a language other than their mother tongue; parents are not literate and cannot help their children; socio-economic conditions are not conductive to reading; there is a lack of support from governmental at various levels. Although findings in a case study cannot be generalised, certain conclusions and suggestions can guide teachers, parents and librarians to create a more supportive literacy environment to encourage voluntary reading. / Information Science / M.A. (Information Science)