Digital Collaborative Literacy, Critical Literacy, and Writing for Social Justice: A Case Study of Meaningful Learning in a First Grade Classroom

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Stover, K. (2012). Digital Collaborative Literacy, Critical Literacy, and Writing for Social Justice: A Case Study of Meaningful Learning in a First Grade Classroom. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The need for twenty-first century learning skills such as critical thinking, collaboration, communication, and the use of technology are paramount to success in today's classroom. The purpose of this study was to explore what happened when children engaged in collaborative and critical discussions of themes related to social skills and social justice using children's literature as a springboard. Furthermore, this study extended the analysis of critical literacy to critical writing pedagogy to explore how students used writing in digital spaces to reconstruct text and advocate for social justice. A critical pedagogy and socio-cultural lens guided this research. Specifically, I employed a qualitative case study design conducted over six weeks during the fall of 2011. Participants included twenty first-grade students, their teacher, and their teacher's assistant. I conducted this study in a public charter school located in a suburban area outside of a large southeastern city in the United States. I triangulated my data by collecting from various sources including individual interviews, observations, and classroom documents. Data analysis included a holistic in-depth, interactive, inductive, and recursive examination of themes and patterns in data.

Details
Author

Stover, Katherine

Title

Digital Collaborative Literacy, Critical Literacy, and Writing for Social Justice: A Case Study of Meaningful Learning in a First Grade Classroom

Physical Description

1 online resource (291 pages) : PDF

Date

2012

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The need for twenty-first century learning skills such as critical thinking, collaboration, communication, and the use of technology are paramount to success in today's classroom. The purpose of this study was to explore what happened when children engaged in collaborative and critical discussions of themes related to social skills and social justice using children's literature as a springboard. Furthermore, this study extended the analysis of critical literacy to critical writing pedagogy to explore how students used writing in digital spaces to reconstruct text and advocate for social justice. A critical pedagogy and socio-cultural lens guided this research. Specifically, I employed a qualitative case study design conducted over six weeks during the fall of 2011. Participants included twenty first-grade students, their teacher, and their teacher's assistant. I conducted this study in a public charter school located in a suburban area outside of a large southeastern city in the United States. I triangulated my data by collecting from various sources including individual interviews, observations, and classroom documents. Data analysis included a holistic in-depth, interactive, inductive, and recursive examination of themes and patterns in data.

Genre

doctoral dissertations

Subjects--Topics

Education
Reading
Language arts

Degree

Ph.D.

Keywords

Collaborative Literacy
Critical Literacy
Early Childhood Education
Writing for Social Justice

Subject Area

Curriculum & Instruction

Advisor(s)

Wood, Karen
Kissel, Brian

Committee Members

Algozzine, Bob
Toscano, Aaron

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2012.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Stover_uncc_0694D_10282

Permalink

http://hdl.handle.net/20.500.13093/etd:1090