MA, School of Literature and Language Studies, Faculty of Humanities, University of the Witwatersrand, 2003

This qualitative research study explores the use of television as text in adult literacy as a means of bridging orality and literacy. The reason for selecting television as an educational tool was to provide equal access to stories for both non-readers and readers of print, and the 22 research participants were required to complete a survey and participate in four 2-hour workshops, and a taped interview. During the workshops, participants learned to actively engage with the texts that were edited stories from the Canadian television series North of 60. The researcher included reading strategies to encourage the participants' interaction with the texts as active "readers" (see Fiske, 1987; Buckingham, 1993; Bianculli, 1992) and brainstorming to increase their vocabulary prior to writing reflective responses. First, how television as text influences an adult literacy student's ability to transfer information from oral texts into print texts is analyzed. The findings indicate that television allows non-readers, reluctant readers, and delayed readers of English to learn literary terms and conventions that apply to print stories and practise four domains of language acquisition - listening, speaking, reading, and writing. A selection of each participant's written responses to the stories and interview fragments have been analyzed. Whenever possible, the selection is based on a participant's favorite story or personal connection to a character. Second, the effect of brainstorming on written responses has been examined. This technique is a pre-writing strategy the researcher used not only to assist the participants in recording vocabulary relevant to the story, but also to provide opportunities for sharing ideas in the construction of meaning. Based on data collected during the interviews, individuals with short-term memory problems indicate that repetition of vocabulary through brainstorming, note-taking, and discussion reinforces memory retention, and second language learners gain knowledge of pronunciation by hearing and rehearsing vocabulary from the stories. Third, factors contributing to the participants' reflective oral and written responses to the television stories have been analyzed. The main factors contributing to reflective thinking and writing involve the research pedagogy and the development of reflective skills through practice. The researcher's reflective methodology combines phenomenology, critical ethnography, and emancipatory practice from the diverse perspectives of van Manen (1990), Haig- Brown and Archibald (1996), and Freire (1974,1994,1997,1998) who have informed this study together with other researchers in the respective fields. This method situates the research participants and the researcher in a partnership in which everyone contributes through dialogue to the learning process. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

There are approximately 22.2 million Americans’ who are living with asthma and of those 18.4 million are adults. African Americans’ are more likely to be diagnosed with asthma compared to Caucasians, and experience more asthma attacks. In this study, the Social Cognitive Theory was used to examine the relationships among personal characteristics, environmental factors, asthma self-efficacy, self-management behaviors, and quality of life (QOL) in African American adults with asthma. A correlational design was used. Data were collected from a non-random sample of adult African Americans’ with asthma (N = 39) using the following self-report questionnaires: the Knowledge, Attitude, and Self-Efficacy of Asthma Questionnaire (KASE), the short form of the Rapid Estimate of Adult Literacy in Medicine (REALM-SF), the Medical Outcomes Study (MOS) for social support, the Asthma Trigger Inventory (ATI), the Morisky Medication Adherence Questionnaire, Asthma Self-Management Questionnaire (ASMQ), the Modified Pittsburgh Sleep Quality Index (PSQI), the Asthma Control Test (ACT), and the Asthma Quality of Life Standardized (AQLQ-S). Data analyses included descriptive statistics, Pearson Product correlations, and hierarchical multiple regression. On average, participants (N = 39) were middle aged (M = 55.9 ± 7.9) years, female (65%), did not smoke (87%), did not use a peak flow meter (PEFR) to self-manage their asthma (72%), and were obese (M = 34.06, SD = 10.78). Participants reported high confidence in asthma self-management; however, had low medication adherence and scores indicating uncontrolled asthma (M = 16.10, SD = 4.29). More than half (67%) of the participants reported poor sleep quality (PSQI). BMI and sleep quality accounted for significant variance (38%) in asthma QOL (F (2, 38) = 7.08, p = .001). Social support was an independent predictor of asthma self-efficacy (F (2, 38) = 5.65, p = .02). Better control of weight and asthma symptoms may improve sleep quality. Health care providers need to address the ongoing challenges of asthma self-management and monitor sleep quality. Encouraging the use of peak flow meters, which have been shown to improve self-management and asthma control, may result in better quality of life for African Americans’ with asthma.

This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuity—particularly in relation to the information seeking behaviour of candidates—is investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews. Ill The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.