This narrative inquiry collective case study investigated the experiences of six sixth grade American Indian males of the Lumbee tribe who struggle with reading. Bounded within an asynchronous closed wiki site, students from three sixth grade classes participated in online threaded discussions and created, posted, and viewed multimedia projects related to topics from a shared reading of The Red Pyramid (Riordan, 2010) during a social studies unit about ancient Egypt. Collected over a two-month period, data sources included: (a) researcher field notes, (b) semi-structured interviews, (c) student journal entries, (d) student work products submitted online in the wiki site, and (e) online threaded discussion (OTD) posts housed within the site. A combination of open coding and a priori coding was used as part of the analysis process. A priori coding was informed by Transactional Reader Response Theory (Rosenblatt, 1938/1995). Narrative forms of data were also analyzed using a significance analysis process that addressed evaluative devices in narrating to explore meaning making processes used by the six cases. Four major themes emerged from the cross-case data analysis: (a) connecting, (b) conversing, (c) collaborating, and (d) comparing. Findings indicated Lumbee males in this study used offline and online conversation and collaboration with peers to accomplish academic goals when working within the wiki site. They also utilized agency regarding use of technology and took leadership in partnerships to assist others in completing online assignments, recreating selves into a successful academic identities. Future research should address effects on comprehension with studies conducted over longer periods of time that utilize online literature discussion and study mediated through social media technologies. Additionally, these students demonstrated a desire for authentic and meaningful texts with Lumbee culture represented. After identification or creation of these texts for non-reservation American Indian males, future research should study effects these texts have on reading comprehension, engagement, identity, and agency for this population.
|Advisor:||Spires, Hiller A.|
|School:||North Carolina State University|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 78/08(E), Dissertation Abstracts International|
|Subjects:||Reading instruction, Educational technology, Native American studies|
|Keywords:||Agency, American Indian, Engagement, MIddle school, Native American, New literacies, Lumbee|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be