Volunteer literacy tutors are key actors in one-on-one adult learner-tutor relationships, although few studies have examined tutors' role in literacy provision. This study had two objectives: to describe and analyse how McGill Students for Literacy tutors understand literacy and how they behave toward their learners and toward their organization, and to understand why many tutors distance themselves and their match from the organization. 18 McGill Students for Literacy tutors participated in semi-structured interviews with the researcher in this organizational case study. The hypothesis states that tutors choose autonomy from the literacy organization because of certain beliefs related to their attitudes as volunteers and to the organization's focus on individualized learning. These beliefs are: one-on-one instruction succeeds where classroom-based instruction has not, individual attention compensates for lack of training, good-will is better than good training, and volunteer activities can be justified on the basis of perceived need rather than demonstrable progress.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.28277 |
| Date | January 1998 |
| Creators | Hambly, Catherine. |
| Contributors | Ghosh, Ratna (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Culture and Values in Education.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001610865, proquestno: MQ43883, Theses scanned by UMI/ProQuest. |
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