This study, situated in classroom practice and grounded in pedagogic wakefulness
(Clandinin and Connelly, 2000), explores the nature of young children’s sense of
voice as indicated through sustained interactions and representations of experiences
with picturebook literature. The naturalistic research site was a grade one classroom
setting in a large urban school. Student engagement and interactions with read-aloud
events and responses to literature through multi-modal representations perpetuated
meaning making and personal relevance. Coding procedures exemplified the nature
of young children’s sense of voice as falling into two broad conceptual categories: (1)
Situated Nature and (2) Experiential Nature. The Situated Nature of young children’s
sense of voice revealed developmental, exploratory, and social sites of student
engagement to literature. The Experiential Nature of young children’s sense of voice
described three specificities of narrativity in their responses to picturebook literature:
Young children’s multi-modal responses were interpreted as representative of Self-
Narrativity, Interpretive-Narrativity, and Aesthetic-Narrativity. The findings
contribute to a reconceptualized literacy curriculum which illuminates personal,
social, and cultural identities, especially young children’s awareness of their
individual sense of voice, developed through picturebook literature in primary
classrooms. / xii, 151 leaves : col. ill. ; 29 cm.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:ALU.w.uleth.ca/dspace#10133/730 |
| Date | January 2008 |
| Creators | Pletz, Janet, University of Lethbridge. Faculty of Education |
| Contributors | Fowler, Leah |
| Publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, Education |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Relation | Thesis (University of Lethbridge. Faculty of Education) |
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