Living books: Reading literature and the construction of reading identity in the lives of preservice teachers

Persistent Link:
http://hdl.handle.net/10150/280283
Title:
Living books: Reading literature and the construction of reading identity in the lives of preservice teachers
Author:
Gonzalez, Albert Sosa
Issue Date:
2003
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The focus of this study was the perceptions of preservice teachers regarding the major contributing factors in their construction of identity as readers. I wanted to explore their lives as readers and what factors, such as parental and family interactions, the telling of reading of stories, and the role of a children's literature course, influenced their reading. Qualitative methods of research and case study were used in the study. The research questions that guided the study were: (1) What are the preservice teachers' perceptions of themselves as readers? (2) How have their identities as readers evolved and what factors do preservice teachers identify as influencing them as readers? (3) What is the influence of the LRC 480 children's literature course on their identities as readers? (4) What are preservice teachers' understandings of the role of children's literature in literacy development at home and in school? The findings of the study demonstrated the positive influence of several factors in the lives of the preservice teachers, such as, the importance of family involvement in reading, early reading activities, the reading and telling of oral histories, traditions and family stories, and exposure to children's literature including multicultural literature, and the LRC 480 children's literature course. The preservice teachers grew as readers during the children's literature course. They discovered new insights into the reading process and have constructed positive attitudes toward reading. In addition, they have constructed beliefs about reading and the teaching of literature to children as a result of their literacy experiences during their lifetime and the children's literature course.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Language and Literature.; Education, Bilingual and Multicultural.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading and Culture
Degree Grantor:
University of Arizona
Advisor:
Short, Kathy G.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleLiving books: Reading literature and the construction of reading identity in the lives of preservice teachersen_US
dc.creatorGonzalez, Albert Sosaen_US
dc.contributor.authorGonzalez, Albert Sosaen_US
dc.date.issued2003en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe focus of this study was the perceptions of preservice teachers regarding the major contributing factors in their construction of identity as readers. I wanted to explore their lives as readers and what factors, such as parental and family interactions, the telling of reading of stories, and the role of a children's literature course, influenced their reading. Qualitative methods of research and case study were used in the study. The research questions that guided the study were: (1) What are the preservice teachers' perceptions of themselves as readers? (2) How have their identities as readers evolved and what factors do preservice teachers identify as influencing them as readers? (3) What is the influence of the LRC 480 children's literature course on their identities as readers? (4) What are preservice teachers' understandings of the role of children's literature in literacy development at home and in school? The findings of the study demonstrated the positive influence of several factors in the lives of the preservice teachers, such as, the importance of family involvement in reading, early reading activities, the reading and telling of oral histories, traditions and family stories, and exposure to children's literature including multicultural literature, and the LRC 480 children's literature course. The preservice teachers grew as readers during the children's literature course. They discovered new insights into the reading process and have constructed positive attitudes toward reading. In addition, they have constructed beliefs about reading and the teaching of literature to children as a result of their literacy experiences during their lifetime and the children's literature course.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorShort, Kathy G.en_US
dc.identifier.proquest3089953en_US
dc.identifier.bibrecord.b44421151en_US
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