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^FORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter free, while others may be from any type of computer printer. The quality of this reproduction is dependent npon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, b^inning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back o f the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zed) Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 “CLICK” AND TURN THE PAGE: A CASE STUDY OF A YOUNG CHILD DEVELOPING MULTIPLE STORYBOOK LITERACY DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Cynthia Rose Smith, M. Ed. The Ohio State University 1998 Dissertation Committee: Approved by Professor Karin Dahl, Advisor Professor Diane DeFord Advisor Professor Rebecca Kantor-Martin College of Education UMI Number: 9911272 Copyright 1998 by Smith, Cynthia Rose All rights reserved. mvn Microform 9911272 Copyright 1999, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Copyright by Cynthia Rose Sm ith 1998 ABSTRACT This case study describes a young child, age 2 */i to 3 Vi, as he interacts with and explores traditional, Language-Experience Approach (LEA), and CD-ROM storybooks. The study was approached from a theoretical framework that includes a sociocultural analysis, an analysis of the constructed understandings of the child, and an analysis of the socially constructed understandings of the parent and child. The framework is derived primarily from the work of L. S. Vygotsky, but also includes a perspective of speech utterances introduced by M. M. Bakhtin. The goal was to describe the subject's storybook sharing experiences with three types of storybook media and discover the ways he developed multiple storybook literacy through interaction and exploration of the various media. The situatedness and uniqueness of each type of storybook medium created the context for multiple storybook literacy. Data analysis revealed seven distinct episodes of interaction; episodes involving artifact use, interaction with print, reading strategies, word meaning, story text, illustrations and hypertext, and sharing and negotiating the routine. The proportion of engagement in episodes across and within storybook sharing experiences was unique for each medium under investigation. The findings indicate that the various storybook contexts created different learning opportunities; therefore, different features were salient for each storybook medium. The ii subject focused on different aspects of storybook knowledge during each type of storybook sharing experience, which created a complimentary relationship between the storybook media. During traditional storybooks he focused predominately on story text and illustrations, during CD-ROM storybooks he focused on artifact use, hypertext, and negotiating the routine, and during LEA storybooks he focused on print and reading strategies. Therefore, each storybook medium contributed uniquely to the subject's overall storybook knowledge and literacy development. The study has implications in terms of the importance of representing various storybook media within the expanding conception of multiple literacies. Also, this toddler's experience with technology indicates that our work at reconceptualizing literacy is not over. Technology is an important aspect of this toddler's life; he generalizes new technological concepts in decontextualized ways throughout the study. ui Dedicated to my Sweetie Pie, James rv ACKNOWLEDGMENTS I wish to thank my advisor, Karin Dahl, for allowing me to fly, while ensuring that 1 had strong wings. I am eternally grateful. 1 wish to thank Diane DeFord for the enriching discussions and probing questions that allowed me to theorize and move from practitioner to researcher. I wish to thank Rebecca Kantor for helping me to expand my thinking about emergent literacy and toddlers through her work. I am grateful for having such an insightful and knowledgeable committee to guide me in my PhD program; Karin Dahl, Diane DeFord, Janet Hickman, and Terry Rogers. And, I am grateful for the support and guidance of my dissertation committee: Karin Dahl, Diane DeFord, and Rebecca Kantor. 1 am indebted to my parents, Sondra and Willard Dewey, for having such high expectations and for the many hours of babysitting that made this project possible. I am most grateful for my husband, Mark Smith, who believed that I could do it and was always so proud. VITA 1987 ........................................... B.S. Elementary Education, Wright State University 1992.........................................M.Ed. Reading Education, Wright State University 1988-1991 ...............................Reading and Social Studies Teacher Park Street Middle School, Grove City, OH 1992..........................................Remedial Reading and English Teacher Stratford High School, Charleston, SC 1992-199 4...............................Chapter 1/Title 1 Consultant Alternative Learning Programs, Charleston, SC 1993-199 6...............................Reading Recovery Teacher Bums Elementary School, Charleston, SC 1996-1997............................... Graduate Teaching Assistant The Ohio State University, Columbus, OH PUBLICATIONS 1. Smith, C R (1997, August/September). A different model of America reads. Reading Todav. 15 (1). p. 16. 2. Smith, C. R. (1997). Using active reflection as a learning process. Journal of Adolescent and Adult Literacv. 40 (IL 62-63. 3. Smith, C. R. (1997). Using student monologues to integrate language arts and social studies. Journal of Adolescent and Adult Literacv. 40 (7), 563. 4. Smith, C. R. (1996/97). Monica’s story. Carolina English Teacher. 31-32. 5. Smith, C. R. (1996, June 15). Teach reading for learning. The Post and Courier. p. A18. FIELDS OF STUDY Major Field; Education vi TABLE OF CONTENTS Page Dedication ..............................................................................................................................iv Acknowledgments .................................................................................................................v Vita.........................................................................................................................................vi List of Figures ........................................................................................................................ x Chapters: 1. Introduction ....................................................................................................................... I 1.1 The Theoretical Frame............................................................................................... 4 1.1.1 Sociocultural Analysis .................................................................................. 4 1.1.2 The Constructed Understandings of the Child .......................................... 6 1.1.3 The Socially Constructed Understandings of Parent and Child ..............7 1.2 What’s New Here?......................................................................................................8 1.3 Who Is James?........................................................................................................... 10 1.4 James’s Home ............................................................................................................ 12 1.5 The Study....................................................................................................................14 1.6 The Data......................................................................................................................18 1.7 Phases of Data Analysis ............................................................................................19 1.8 Trustworthiness ..........................................................................................................30 1.9 Limitations ..................................................................................................................31 2. Traditional Storybooks ................................................................................................... 33 2.1 Episodes Involving Artifacts with Traditional Storybooks .................................34 2.2 Episodes Involving Interaction with Print with Traditional Storybooks ........... 38 2.3 Episodes Involving Reading

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