Stories of an evolving understanding of literacy by a teacher, mother, and researcher

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dc.contributor.authorShearer, Barbara J.
dc.contributor.examiningcommitteeMcMillan, Barbara (Curriculum, Teaching and Learning) Lutfiyya, Zana (Educational Administration, Foundations and Psychology)en_US
dc.contributor.supervisorSerebrin, Wayne (Curriculum, Teaching and Learning)en_US
dc.date.accessioned2015-01-20T17:34:30Z
dc.date.available2015-01-20T17:34:30Z
dc.date.issued2015-01-20
dc.degree.disciplineCurriculum, Teaching and Learningen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractA teacher’s understandings of literacy have an impact on the pedagogical decisions that the teacher makes. Such understandings of literacy may evolve through professional learning, experiences, and reflective practice, but this evolution is seldom documented and therefore not often considered as a systematic means for improving practice. Similarly, educators are rarely able to document the longitudinal literacy life of one learner. This autoethnographic study explores and documents how the researcher’s understandings of literacy have changed over time. The researcher is the primary participant in the study, but her daughter’s literacy learning (from early childhood into adolescence) informs the three eras of the researcher’s teaching life. These three eras are named: teacher, teacher-mother, and teacher-mother-researcher. In each era the researcher interprets her daughter’s literacy learning through the theoretical lens of literacy as social practice. The study draws upon documents, interviews, and artefacts from both the researcher’s life and from her daughter’s literacy life in order to construct stories that express the lived experience of an educator in the act of examining her own literacy theory-practice evolutionary process. Findings from this study can inform educators of the need to challenge their understandings of literacy theories in relation to their past and current literacy practices, enabling them to effectively construct their future practices.en_US
dc.description.noteFebruary 2015en_US
dc.identifier.urihttp://hdl.handle.net/1993/30236
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectliteracy as social practiceen_US
dc.subjectlongitudinalen_US
dc.subjectpedagogical decisionsen_US
dc.subjectautoethnographicen_US
dc.subjectparent researcheren_US
dc.subjectteacheren_US
dc.titleStories of an evolving understanding of literacy by a teacher, mother, and researcheren_US
dc.typemaster thesisen_US
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