UA cloudflare authentication

 

“It’s not just some place anymore”: an exploration of the lived experiences of preservice teachers engaged in place-based read alouds

Simple item page
dc.contributorGuyotte, Kelly
dc.contributorWilson, Elizabeth
dc.contributorDonovan, Carol
dc.contributorHubbard, Janie
dc.contributor.advisorColeman, Julianne
dc.contributor.authorEvans, Dana Michelle
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2020-01-16T15:03:48Z
dc.date.available2020-01-16T15:03:48Z
dc.date.issued2019
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractPlace-based instructional practices can be applied to literacy instructional techniques through reading aloud in local community places. In today’s rapidly changing informational landscapes, communication and comprehension require more than the literacy skills of reading and writing proficiency. In order to support changing forms of communication and text, new approaches that support social literacy skills and emphasize meaning-making should be presented to preservice teachers in consideration of their developing literacy pedagogy. This study combines literacy instructional practices with place-based approaches to explore local historic sites in the community through reading aloud in literacy places. The goal of this study was to explore the lived experiences of 17 preservice teachers as they engaged in literacy practices using place-based instructional techniques. Qualitative data were collected through student journal entries, audio recordings of student conversations, student work samples, individual interviews, and focus groups. The findings of the study show discursive opportunities within literacy places, which allowed for participants to develop interpersonal connections. Place-based literacy practices provided altered future interactions with local places for participants, which led to a desire to share their lived experiences with others. Preservice teachers utilized emotional text connections and visualization to navigate children’s literature within literacy places. Findings from this study can be used by literacy teachers, teacher educators, and preservice teachers to inform instruction.en_US
dc.format.extent203 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003428
dc.identifier.otherEvans_alatus_0004D_13932
dc.identifier.urihttp://ir.ua.edu/handle/123456789/6485
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectReading instruction
dc.subjectTeacher education
dc.title“It’s not just some place anymore”: an exploration of the lived experiences of preservice teachers engaged in place-based read aloudsen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineElementary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
file_1.pdf
Size:
3.34 MB
Format:
Adobe Portable Document Format
Download

Collections

Theses and Dissertations
Theses and Dissertations - Department of Curriculum and Instruction