Suche

Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Detailanzeige

Titel
Relationship with literacy. A longitudinal perspective on the literacy practices and learning of young people without a diploma
Autoren
OriginalveröffentlichungEuropean journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 13-28 ZDB
Dokument  (326 KB)
Lizenz des Dokumentes Lizenz-Logo 
Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN2000-7426; 20007426
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):This article explores the temporal dimension of the ‘rapport à l’écrit’ (relationship with literacy) in the lives of two young people — Anaïs (aged 19) and Zachary (aged 22) — without a secondary school diploma. The article draws on data taken from a mixedmethods longitudinal study looking at young people’s transitions in Québec (Canada). Process Analysis is used as an analytical framework. The results suggest that young people without a secondary school diploma do not necessarily have a difficult or negative relationship with literacy. By focusing on the relationship with literacy and its evolution over time, it is possible to put emphasis on young people’ positive investment in a number of literacy practices and not be limited to school practices alone. Our findings confirm the relevance of exploring the temporal dimension of the relationship with literacy for policy makers, researchers, and educators. (DIPF/Orig.)
weitere Beiträge dieser Zeitschrift
Statistik
Prüfsummen
Eintrag erfolgte am28.02.2020
QuellenangabeThériault, Virginie; Bélisle, Rachel: Relationship with literacy. A longitudinal perspective on the literacy practices and learning of young people without a diploma - In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 13-28 - URN: urn:nbn:de:0111-pedocs-188413 - DOI: 10.25656/01:18841; 10.3384/rela.2000-7426.rela9145
Dateien exportieren

Inhalt auf sozialen Plattformen teilen