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ERIC Number: EJ925599
Record Type: Journal
Publication Date: 2011-May
Pages: 20
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0034-527X
Analyzing Literacy Practice: Grounded Theory to Model
Purcell-Gates, Victoria; Perry, Kristen H.; Briseno, Adriana
Research in the Teaching of English, v45 n4 p439-458 May 2011
In this methodological and theoretical article, we address the need for more cross-case work on studies of literacy in use within different social and cultural contexts. The Cultural Practices of Literacy Study (CPLS) project has been working on a methodology for cross-case analyses that are principled in that the qualitative nature of each case, with its layers of context and interpretive meaning making by the researcher, is maintained while still allowing for data aggregation across cases. We present a model of a literacy practice that emerged from this work as one that may contribute to the work of other literacy researchers who are looking for theoretically driven ways to analyze and interpret ethnographic accounts of literacy practice on a larger scale and to answer questions about literacy practice across studies. We describe our theoretically based coding scheme,as well as the development of a large ethnographic database of literacy practices data and the technical aspects of lifting ethnographic data into a large database. We also provide a description of a pilot cross-case analysis as an example of the promise of such qualitative cross-case databases. (Contains 6 notes, 4 tables, and 1 figure.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A