Motivating the unmotivated: A self-study about engaging adolescent readers to read for joy before and during a pandemic

dc.contributor.authorDickson, Leslie
dc.contributor.examiningcommitteeMorin, Francine (Curriculum, Teaching and Learning)en_US
dc.contributor.examiningcommitteeWatt, Jennifer (Curriculum, Teaching and Learning)en_US
dc.contributor.supervisorHoneyford, Michelle (Education)en_US
dc.date.accessioned2022-01-12T19:50:49Z
dc.date.available2022-01-12T19:50:49Z
dc.date.copyright2022-01-11
dc.date.issued2022en_US
dc.date.submitted2022-01-11T17:00:46Zen_US
dc.degree.disciplineEducationen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractThis self-study examines my teaching practice related to adolescent reading motivation and engagement to read for joy and pleasure. Many of my adolescent readers did not like to read and found very sophisticated strategies to avoid reading or perform fake reading during class. In this study, I explore questions related to how I have been changing and studying my teaching practice to foster a love of reading among my teenaged students, and how my teaching practice can create a community of readers. Over a two-year period, I shifted my practice and engaged in practitioner inquiry using the lenses outlined by Buckelew and Ewing (2000). This self-study explores my inquiry over those two years, beginning in September 2019, just prior to the start of the COVID-19 pandemic, and concluding in June 2021, while the pandemic was still ongoing. The findings of this study inform and create new thinking about how agency, self-efficacy, and relevance play a role in reading for joy. Findings are presented using the topics choice, relevance, and volume of reading material for independent reading; defining, and re-defining what, or who is a reader; developing students’ agency and self-efficacy; student stamina; re-discovering a lost love of reading; and contradictions in personal teaching beliefs and teaching practice. My findings will contribute to research in an urban Western Canadian context related to these topics.en_US
dc.description.noteFebruary 2022en_US
dc.identifier.citationAPAen_US
dc.identifier.urihttp://hdl.handle.net/1993/36169
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectAdolescenten_US
dc.subjectReadingen_US
dc.subjectJoyen_US
dc.subjectMotivationen_US
dc.subjectEngagementen_US
dc.subjectSelf-Efficacyen_US
dc.subjectAgencyen_US
dc.subjectSelf-Studyen_US
dc.subjectRelevanceen_US
dc.titleMotivating the unmotivated: A self-study about engaging adolescent readers to read for joy before and during a pandemicen_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
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