The purpose of the study was to examine a literacy program serving Canadian deaf and hard of hearing adults, through a socio-cultural perspective of learning. A provincially-funded literacy program for deaf adults provided an opportunity to understand the dynamics of literacy learning within a richly cultural environment. Theories of situated learning and situated cognition were used to examine learning within six literacy learning settings. The findings of the research study showed evidence of situated learning and communities of practices. Four socio-cultural themes emerged from the findings: ASL as a shared language, roles of instructors, new literacy practices and personal development. The socio-cultural elements played a role in the lived experiences of the learners and helped shape the students' identities as deaf literacy learners. The findings of the study provide new insights on how literacy learning can be embraced using a socio-cultural perspective and deepens our understanding of deaf literacy learning.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/28772 |
| Date | January 2010 |
| Creators | Roberts, Meagan |
| Publisher | University of Ottawa (Canada) |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 211 p. |
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