NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1124619
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1183-1189
Individual Paths to Literacy Engagement: Three Narratives Revisited
Scheffel, Tara-Lynn
Brock Education: A Journal of Educational Research and Practice, v25 n2 p53-70 2016
What does it mean to be engaged, especially when it comes to literacy learning? It is this question that drove my doctoral research in 2007 when I became a participant observer in a grade two classroom with the goal of making the everyday visible while sharing a greater understanding of classroom life in relation to engagement. Six years later, I returned to the original school where the grade two students were in grade eight to revisit and expand student understandings of successful engagement in learning. In this paper, I revisit the narratives of Spike, Jasper and Avery (Scheffel, 2012) to consider themes of change and continuity, including ways in which initial success and struggle appeared to influence their journey over time. I also propose a revised Framework for Engagement that draws upon grade eight students' insights.
Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 2; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A