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ERIC Number: EJ1098419
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 50
Powerful Voices and Pens: Developing Critical Stance with Adolescent Literacy in Content-Area Pre-Service Teacher Education
Soares, Lina B.
Journal of Research in Education, v22 n2 p24-47 Fall 2012
This practitioner-research study investigated the effect critical literacy has on content area preservice teachers' abilities (N = 14) to perceive the sociocultural influences in text. The study further investigated how content area pre-service teachers engage in critical stance during situated reading practices that centered on discussions of young adult literature. Quantitative data were collected on a pre- and post Literary Response Questionnaire (LRQ). Qualitative data collection included videotaped and audiotaped recordings, interviews, and dialogue journals. Results from a paired samples "t test" found there was a statistically significant difference between the LRQ pre- and post survey. Informed by grounded theory, reading young adult literature engaged content area pre-service teachers in critical stance through powerful voices in discussion and pens through dialogue journaling.
Descriptors: Critical Literacy, Preservice Teachers, Social Influences, Cultural Influences, Adolescent Literature, Pretests Posttests, Questionnaires, Video Technology, Audio Equipment, Interviews, Journal Writing, Grounded Theory, Group Discussion, Reading Materials, Language Arts, Social Studies, Mixed Methods Research
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: firstname.lastname@example.org; Web site: http://www.eeraorganization.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A