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Full Text from Taylor & Francis Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education
| Title: | Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education |
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| Language: | English |
| Authors: | Guzmán-Simón, Fernando (ORCID |
| Source: | Journal of Research in Childhood Education. 2018 32(3):268-282. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Literacy, Elementary School Students, Elementary School Teachers, Family Attitudes, Teacher Attitudes, Student Attitudes, Surveys, Questionnaires, Reading Habits, Reading Materials, Writing (Composition) |
| Geographic Terms: | Costa Rica |
| DOI: | 10.1080/02568543.2018.1464527 |
| ISSN: | 0256-8543 |
| Abstract: | This article is based on a socio-cultural discourse model of literacy, whereby literacy events are regarded as being situated within social practices, creating various formal, informal, and non-formal literacy events that are part of multiliteracies. The aim of the research was to analyze primary pupils' literacy practices (8-12 years) from the perspectives of 1,354 primary pupils, 1,020 family members, and 96 teachers in Costa Rica, using an ex-post facto design and a survey method. The findings indicate that the three groups of participants (pupils, family members, and teachers) have different views on and conceptualizations of literacy practices in school and in the community. The results show that young learners develop their literacy practices according to their different communicative needs inside and outside school. A multimodal literacy is promoted outside school to meet students' daily communicative needs. However, the school promotes a monomodal literacy, which allows pupils to respond essentially to school needs. |
| Abstractor: | As Provided |
| Number of References: | 82 |
| Entry Date: | 2018 |
| Accession Number: | EJ1182911 |
| Database: | ERIC |
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| ISSN: | 0256-8543 |
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| DOI: | 10.1080/02568543.2018.1464527 |
| Published in: | Journal of Research in Childhood Education |
| Language: | English |