The dimensions of literacy development are deep and complex, marked by developmental stages, adult perceptions, and the varying needs of learners. Today’s young adolescents benefit from literacy instruction that provides engaging and relevant instructional methods for authentic purposes and audiences beyond the academic assignment. This case study investigated authentic adolescent literacy within a suburban middle school learning environment. It explains how teacher mindset beliefs, literacy program models, professional learning, and the structures within a middle school influence the implementation of an authentic literacy program. This case study employed the concept of intellectual authenticity using the standards of authentic work as described by Newmann (1991) to consider the existence of authentic work within English language arts classrooms that were implementing a student-centered, process model approach for reading and writing instruction. It considered the existence of pillars of practice that support adult learning (Drago-Severson, 2004, 2009) to understand what adult learning structures supported literacy program implementation. Using data obtained from semi-structured interviews, observations, and an analysis of artifacts, this qualitative case study explored the connection between educator beliefs, literacy program models, adult learning supports, and structural variables of a middle school environment to inform a better understanding of the development of authentic literacy in young adolescents.
|Commitee:||Brooks, Martin, Kelly, Courtney|
|School Location:||United States -- New York|
|Source:||DAI-A 77/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Literacy, Reading instruction|
|Keywords:||Adult learning, Authentic, Literacy, Middle school, Mindset, School schedule|
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