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ERIC Number: ED515731
Record Type: Non-Journal
Publication Date: 2009
Pages: 259
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-3055-8
ISSN: N/A
Perceptions of Talk, Text, Transactions, and Technology: Preservice Teachers, CMC, and Reader Response
Akers, Anne Trice Thompson
ProQuest LLC, Ph.D. Dissertation, North Carolina State University
This qualitative study examined middle grades preservice language arts teachers' perceptions of young adult literature through the lenses of reader response, new literacy, and activity theory. Undergraduate preservice teachers used synchronous and asynchronous computer-mediated communication (CMC) to respond online to three young adult books with their peers in a young adult literature class. Transcripts from their online conversations served as the primary data for this study. The nature of preservice teachers' engagement with young adult literature was examined through 11 strategies they used to respond, three stances or purposes for reading they took, and five discussion strategies they used in their literature conversations. Preservice teachers engaged with the literature on a personal, aesthetic level taking a reader's stance, but they also responded on an efferent, impersonal level taking a teacher's or a student's stance. Personal transactions with the literature were discarded as they moved to discuss the instructional value of young adult literature from an impersonal teacher's stance. Some preservice teacher responses were unrelated to the literature or to teaching and these were identified as student stances. Through reader response conversations about young adult literature, preservice teachers incorporated five discussion strategies that shifted the internal, individual process of transacting with a text to an external, social one, extending understandings, reflections, and interpretations of the literature through dialogue with peers. They appropriated tools (dialogue, reader response, collaborative talk, and literature conversations) from the activity system of the classroom which helped their discussions to evolve from the one-way direction of monology to the shared interaction of reciprocal, dialogic talk. Computer-mediated communication also became a tool for preservice teachers to transact with young adult literature individually as well as socially. Preservice teachers saw value in the technology both for themselves as a tool for practice, communication, and reflection and for their future students as a tool for motivation, communication, and participation. CMC provided them with a responsive, student-centered learning environment where they could role-play dialogic teaching and sound out their teacher voice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A