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ERIC Number: ED520938
Record Type: Non-Journal
Publication Date: 2010
Pages: 442
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-5810-5
ISSN: N/A
Structure and Flow: Toward an Organic Approach to Critical Multiliteracies in a Writing Workshop
Schaenen, Inda
ProQuest LLC, Ph.D. Dissertation, University of Missouri - Saint Louis
This qualitative case study reports on a three-year writing enrichment program among second, third, and fourth graders at a public urban elementary school in a medium-sized midwestern city. Designed as teacher research, the inquiry is a phenomenological examination of the experience of the workshop for its participants, including more than one hundred African American students and a White, female teacher-researcher. Teaching methods, classroom activities and material culture, student and teacher talk, and student compositions were subjected to a variety of analytic approaches and methods, including qualitative textual analysis, critical discourse analysis, multimodal discourse analysis, and individual case study, in order to disclose and interpret the workshop experience over time with respect to multiliteracies pedagogy. The combination and juxtaposition of these lenses offer a trustworthy representation of the workshop's lifeworld. Analysis showed that the most salient qualities of the workshop were the affective relationships among its participants, particularly between teacher and students; its flexibility and adaptiveness to emotional circumstance and social purpose, and commitment to student empowerment through an emphasis on the writer's identity and practice made possible by an apprentice model of pedagogy. The study concluded that language arts educators in the primary grades, especially those who will be drawing upon the writing workshop model and teaching across sociocultural boundaries, must actively engage the multiple relational and affective communicative modes at play in their classrooms in order to deepen the enriching experience of composing in a variety of ways that will matter to students, lead to academic achievement, and break open fixed arrangements of power in the classroom setting. The study also concludes that the three most crucial goals for anyone aiming to conduct a multiliteracies writing workshop among students in the primary grades include: (1) imparting a critical awareness of history with respect to language use; (2) committing to the program across years in order to build trust, relationships, and to see growth in a meaningful community of participants; and (3) creating curricular openings that allow teacher and students to construct identities as literary artists, and to enact roles that are hybrid, adaptive to change, critically self-reflective, dialogic, and collaborative. This study ends with a discussion of how the teacher-researcher's experience of inquiry-as-practice might be conceptualized in the broader context of educational theory over the last century, and what this suggests for future practice and future research. [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: Elementary Education; Elementary Secondary Education; Grade 2; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A