Recreational long-form fiction reading and college-level literacy achievement
Notice bibliographique
Résumé
Abstract : This study aimed to examine habits around – and, secondarily, attitudes toward – recreational reading of long-form fiction (novels) in a multi-cultural, multilingual student population with a broad range of academic ability, and to determine whether there was any association between such variables and the students' levels of literacy skill. The purpose of the study was to provide English teachers at CEGEP Vanier College and beyond with information about students' reading backgrounds that might help them to make more informed decisions about their curriculum and pedagogy. It was hypothesized that students placed in higher-level 101 courses would report stronger recreational novel-reading habits and more positive attitudes toward reading fiction than those in lower levels. A sample of Vanier College students in fall-semester English 101 courses in 2016 completed a survey questionnaire in which they provided demographic information, as well as information on their recreational reading preferences; their attitudes toward reading books, especially books of fiction; their novel-reading habits in the previous year, and their family of origin's reading habits and attitudes toward reading. Their responses were cross-tabulated with their 101 course placement levels (non-remedial, first-tier remedial, and second-tier remedial) to reveal associations. Students' qualitative responses were examined, and some interesting cases were isolated and treated as case studies. The data showed that there are indeed some important associations between a student's literacy level and the student's attitudes and preferences regarding reading novels for recreation. Associations between student reading habits and literacy level remained unsubstantiated, but warrant further study with a more comprehensive sample. Reader-response theory (Daniels, 2002) posits that students cannot take an analytical approach to literature before experiencing literature personally, and examining and understanding their own responses to it. It could be argued, based on this theory and the data collected in this study, that teachers of remedial courses should endeavour to provide their students with experiences that will help them develop a love of reading and an inclination to do more of it in their own time. Such an argument would entail re-examining not only teachers’ individual curricula and pedagogy, but also Ministerial objectives for CEGEP English courses. Further research would be needed in order to determine ways that teachers might best respond productively to this difference in background reading experiences and attitudes, but some examples from the existing literature on fostering recreational reading habits, enjoyment and skill are provided here for consideration. The hope is that, by looking at overall associations between recreational longform fiction reading and 101 course placement, as well as by examining particular cases of students' literacy skills and reading habits and attitudes around reading, this study of a very particular college in a very particular cultural and academic context will provide Vanier College English teachers with information that can help them examine their own curricular choices and pedagogical approaches, both in their 101 courses and beyond. It is also hoped that this information, analysis and reflection will prove useful to English teachers at other Quebec CEGEPs, as well as to Quebec educators generally, and to post-secondary English educators beyond the Quebec system who work in similar settings.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».