Thesis (D. Min.)--Gordon-Conwell Theological Seminary, Boston, MA, 2001. / Abstract and vita. Includes bibliographical references (leaves 136-138).

In this thesis, I will explore the dual language Cajun-French and English comic strip, Bec Doux et ses amis, in terms of its value within the literacy communities of southwest Louisiana. I will claim that the text subverts the established power dynamics which existed between the American English speakers, the unreconstructed Cajuns, and the bilingual Cajun French and English speaking communities through the use of text placement and trickster figures.

Developing successful 'literacy for development programmes' for adults remains a critical issue for many Third World policy makers and educators. The purpose of this study was to describe and analyze Sierra Leone's educational reform policies and practices between 1970 and 1992 with regard to adult literacy in order to understand the factors associated with the successful and unsuccessful outcomes of adult literacy programmes. The chief theoretical perspective that informed the research concerned the socio-economic, educational, historical and political ecology of adult literacy work. Literacy work was problematized as a complex process deeply rooted in a nation's social, economic and political structures. A conceptual framework depicting three analytic categories of factors associated with the successful and unsuccessful outcomes of adult literacy programmes in Third World societies was developed from an extensive review of literacy literature. These categories were labelled as macro-level factors, meso-level factors and micro-level factors. The 'orchestration' or 'combination' of all three analytic categories of factors was viewed as critical in in uderstanding the factors associated with the success and failure of adult literacy programmes operating in the country. The basic method of data collection was semi-structured interview. Other data sources included policy documents, official statistics and observations. The study found that seven principal factors were associated with the success and failure of adult literacy programmes. It was the conclusion of the study that: (i) international forces, social-historical features of Sierra Leone society as well as organisational and administrative support were as critical to the success or failure of adult literacy programmes as were the educational features and circumstances of illiterate adults; (ii) contrary to the rhetoric expressed in policy documents and pronouncements, the solutions to Sierra Leone's underdevelopment problems were probably beyond the reach of increased literacy per se to remedy and; (iii) in their current form, adult literacy programmes were probably functioning as instruments of the state and the nation's elites, contributing to the legitimation of government and elite authority. The implications of the study for policy, practice, theory and further research as well as the recommendations arising from it are discussed.

No description available.

The purpose of this study has been to provide a rich description of the role of the literacy leader in two primary schools. Through this study I was seeking to identify what the role of the literacy leader is and how this role is enacted. The role has been described from the perspectives of the literacy leader, a principal and five members of two school’s teaching staff. The desire to better understand the role of the literacy leader is important to those in the role and those they interact with. This is particularly so for those in my position as a professional developer, working alongside both a school and its literacy leader as they undertake in-depth literacy professional development. Literacy leaders have assumed greater responsibilities within schools since the 1999 Literacy Taskforce report which suggested a range of initiatives to better support literacy learners in New Zealand. Since this report there has been a governmental priority on literacy as a foundation learning area. Interest in literacy success for all stems from both international and national assessment knowledge. This information highlights the strength of New Zealand students in literacy but also identifies a group of students who do not perform well and continue to underachieve in literacy into adulthood. This underachievement limits the opportunities they have as adults for employment and participation in society. There has been no formalised role description for literacy leaders or how they might enact this role. The purpose of this study therefore has been to identify the role and how it is enacted. The literacy leader role has been analysed from multiple perspectives. Participant observation and in-depth interviewing have provided a rich picture of the role and how it is enacted. It is from these insights that some clarity has been gained about the characteristics of the role, how it is interpreted by the participants and then enacted by the two leaders. The findings indicate the role identified by those participating in this study and the reality of how it is enacted, are closely matched. The tasks of a literacy leader are complex and their dual role of classroom teacher and literacy leader adds to this complexity as they manage both positions simultaneously. This study identified that being a literacy leader requires a central focus on improved student achievement. It requires literacy leaders to provide strong leadership in literacy professional development/learning. This study also suggests that literacy leaders are seen as learning partners during the in-depth literacy professional development/learning focus where all involved are learners. The final role they play is in supporting the development of a collaborative professional learning community where all of the learning occurs. It raises issues and questions for those who interact with the literacy leader both within the school and those outside the school in how they can support them in this role. It also surfaces the need for schools and professional developers to address how the structures they are operating within can be reorganised to afford the time needed to be effective in this role. Finally when schools, advisers and Ministry of Education enter into a partnership of learning openly demonstrating that each will learn from the other, then capacity is built across all levels of the education system in meeting the goals of improved student outcomes.

Research highlights the critical interrelationship between the literacy events, routines and practices parents embrace in their home settings, the literacy practices of the early childhood settings and the teaching of reading at schools. In this study, I explored the understandings that two teachers and two groups of parents of young children had about literacy, as it was interwoven into centre practice. In addition to this I reviewed the partnerships that existed between the home and centre settings, particularly the aspects that related to literacy learning and how this was linked with the centre-based programme for the children's learning outcomes. This study highlights the complex issues of implementing a comprehensive curriculum base - Te Whaariki, as well as the untapped resource of the parents involved in the setting. This research work further highlights the non-specific nature of the Early Childhood Curriculum document, and the difficulties of translating the sociocultural underpinnings it contains. The findings in this study led to suggestions that may enhance literacy learning and develop stronger partnerships for the future. Firstly, that the teachers consider being involved in further professional development in both the understanding of sociocultural theory, as well as how this may be implemented - 'theory into practice'. Secondly, that there is further professional development needed in understanding and implementing 'literacy whaariki', in order to more effectively co-construct children's varying literacy pathways as they move toward the formal reading programmes of the compulsory sector. Thirdly, that effective and meaningful communication of what the curriculum is offering to children is better understood by the parents, for clarification and for strengthening the links between the settings. The intent here is not to bring the school curriculum into the early childhood setting, but rather to establish seamless and effective means in which to assist children on their life-long journey of being literate citizens.

This study examines the case of one Canadian family with a child with a learning disability to better understand ways in which social and cultural interactions enable multiple literacies to be constructed and to exist within many settings. It considers how three contextual factors, self-motivation, expectations, and medical conditions, affect the childs literacy. Using an ethnographic case study methodology, this study explores and analyzes the familys literacy events (observable episodes in which literacy has a role) and literacy practices (what people do with literacy). Key findings include identifying ten sociotextual domains of literacy the family employs; the most prevalent are school-based, entertainment, and social cohesion. These ten domains show how the family works together to build literacy for many purposes, such as individual, social, or interpersonal. This study also presents data suggesting parental influence, specialized support, and home/school relationship may affect the construction of literacy for children with learning disabilities.

Thesis (MEd) -- University of South Australia, 1993

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 92-112).

Thesis (M.Ed.) -- University of Adelaide, Dept. of Education,1995.