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ERIC Number: EJ1098091
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0034-0502
Motivated to Engage: Learning from the Literacy Stories of Pre-Service Teachers
MacPhee, Deborah; Sanden, Sherry
Reading Horizons, v55 n1 Article 3 p16-38 2016
The influence of motivation on readers' behaviors has received wide attention in literacy scholarship. The importance of readers' motivations for reading becomes critical when considered in relation to readers' engagement with reading activities and their perceptions of themselves a competent. This article presents a qualitative study of pre-service teachers' literacy history stories and reflections on their identities as literate individuals. The stories represented pre-service teachers' perceptions of home and school literacy experiences that either motivated or discouraged them from engaging in literacy activities. Their reflections were an account of how their experiences may have influenced their current self-perceptions and engagement with literacy. The findings provide insight into the ways in which specific literacy practices and conditions surrounding those practices motivated students to engage or discouraged them from engaging in literacy activities across time. This study has implications for how literacy educators think about motivation and its value in supporting learners across time.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A