Literacy Through The Arts: A Phenomenological Inquiry into What it is Like to Experience Literacy within a Theatrical Space
Notice bibliographique
Résumé
Literacy, according to Lindquist and Seitz (2009), “is one of those words, like love, that people use commonly and confidently, as if its meaning were transparent and stable” (p. 8). Literacy in classrooms, however, is inherently complex and the experiences that surround it, especially from the student’s perspective, are often lost. This thesis examines how literacy came to be defined within a specialized arts immersion junior high school in Western Canada and how the unique approach to curriculum was better able to encourage student agency, authorship, and identity within literacy's definition. This research is inspired by the work of the New London Group, which spoke to expanding the scope of literacy pedagogy through a proposed framework of multiliteracies embracing multimodality and contextual responsiveness to the learning environment. (New London Group, 1994). In response to this it was seen that students needed to have spaces in which they can play the role of code breakers, text users and text analysts. Artistic inquiry is a means to create such a space which in addition to teaching applied roles, also allow students to strengthen their social and cultural wellbeing (Wells & Sandretto, 2017). Over the course of a semester eight students created a theatrical space in which they communicated their experiences of literacy with data being collected through interviewing, journaling, monologue writing, and performance. Through the use of Interpretative Phenomenological Analysis students, who were recruited using homogeneous sampling, had their data coded in a way that created a double hermeneutic around literacy as the researcher and students engaged in dialogue and performance as a means of making meaning. This phenomenological process allowed for the development of a flexible open-ended inquiry. The study's findings showed that students within this unique learning environment connected their literacy experiences directly into the fine and performing arts. Students experienced literacy both in a traditional sense and a performative sense, citing that their work within school productions was a way of building upon their literacy skills. For these students, literacy was not a single experience but an interconnected web of experiences that enriched their learning and increased their engagement.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,011 | 0,016 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,003 |
| Études des sciences et des technologies | 0,019 | 0,042 |
| Communication savante | 0,014 | 0,011 |
| Science ouverte | 0,003 | 0,011 |
| Intégrité de la recherche | 0,003 | 0,009 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
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 source (Gemma direct ou Codex distillé), 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 ».