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Aspects of Literature Enjoyment for Black/African American Fourth Grade Students" (2017)

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Aspects of Literature Enjoyment for Black/African American Fourth Grade Students University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2017 Joyous Reading: Aspects Of Literature Enjoyment For Black/ african American Fourth Grade Students Sherea Mosley University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the English Language and Literature Commons, Other Education Commons, and the Reading and Language Commons Recommended Citation Mosley, Sherea, "Joyous Reading: Aspects Of Literature Enjoyment For Black/african American Fourth Grade Students" (2017). Publicly Accessible Penn Dissertations. 2488. https://repository.upenn.edu/edissertations/2488 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2488 For more information, please contact [email protected]. Joyous Reading: Aspects Of Literature Enjoyment For Black/african American Fourth Grade Students Abstract This study primarily explores the types of books African American children in a local fourth grade classroom like and enjoy. Books students are interested in reading and other related aspects that contribute to their literary enjoyment are also explored. It is during the upper elementary years that many students who eventually express little or no preference for reading first “become ambivalent toward reading… because they [can] no longer find eadingr material that interest[s] them” (Davila and Patrick, 2010, p. 200). Even when children select a book on their own, they are almost always selecting from books preselected for them by adults (librarians, teachers, booksellers, publishers, parents, etc.). Encisco, Wolf, Coats, and Jenkins (2010) refer to the heavy adult influence in children’s literature as “a shadow” that never truly departs (p. 259). As a result, children’s voices tend to be ignored in a field that supposedly exists for them. Applying a student voice lens and critical ethnographic approach, this dissertation considers the research question from a variety of method sources. Participant observation, surveys, interviews, book club discussions, book logs, and circulation records are analyzed and compared to better understand the topic presented. Emphasis is placed on book genres, formats, and elements that potentially contribute to student enjoyment, as well as the impact of students’ reading environment. The results reveal participants’ enjoyment of realistic fiction, comedy, horror, biography, and science nonfiction books. While chapter books proved to be the most enjoyed format by frequency, longer visual texts (comics, graphic novels, and multimodal books) were considered to be the participants’ favorite format. Also, a book’s characters were found to be the most important book element contributing to liking/enjoying a book. Findings regarding other aspects of literary enjoyment include a desire for comfortable seating, outdoor reading, and freedom to choose their own books. Topics of leveling policies, peer influence, and how adults contribute ot and/or obstruct joyful reading experiences are also discussed. The overall goal of conducting this research was to explore and provide information regarding literature children in this demographic may be more inclined to enjoy. Degree Type Dissertation Degree Name Doctor of Philosophy (PhD) Graduate Group Education First Advisor Ebony E. Thomas Keywords Children's Literature, Elementary Education, Literacy Education Subject Categories Education | English Language and Literature | Other Education | Reading and Language This dissertation is available at ScholarlyCommons: https://repository.upenn.edu/edissertations/2488 JOYOUS READING: ASPECTS OF LITERATURE ENJOYMENT FOR BLACK/AFRICAN AMERICAN FOURTH GRADE STUDENTS Sherea Mosley A DISSERTATION in Education Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy 2017 Supervisor of Dissertation: ____ _____________________________________ Ebony E. Thomas, Assistant Professor of Education Graduate Group Chairperson: _________________________________________ J. Matthew Hartley, Professor of Education Dissertation Committee: Ebony E. Thomas, Assistant Professor of Education Vivian L. Gadsden, William T. Carter Professor of Child Development and Education Wanda M. Brooks, Professor of Education JOYOUS READING: ASPECTS OF LITERATURE ENJOYMENT FOR BLACK/AFRICAN AMERICAN FOURTH GRADE STUDENTS COPYRIGHT 2017 Sherea Mosley iii DEDICATION To my sister, Janelle, you are why I care(d). To my friend, Naimah, you are why I persevere(d). To the elders, family, and childhood friends of the borough where I conducted my research, you are why I return(ed). To the ancestors, the community, and the brilliant brown children who have brought so much joy to my life, you are why I work(ed). iv ACKNOWLEDGMENTS THANK YOU… To God , above all, for constantly making what seemed impossible, possible… To Dr. Ebony Thomas, my advisor & academic mentor, for your enthusiasm & advocacy… for teaching me what you know and forcing me to grow beyond my boundaries… To Dr. Vivian Gadsden, for teaching me, through your graceful example, how to provide & accept criticism and remain open to the many people & experiences the world has to offer… To Dr. Wanda Brooks, for taking the time to talk with me about my ideas & work despite the fact that I was not officially your student, and for being an inspiration… To Ms. Lorraine Hightower, for caring and always making things better… To my main cohort: Grace, Robert Rivera-Amezola, and Phil Nichols… for being incredible company and truly wonderful colleagues… To Dr. Alicia Rusoja, who became my partner in this dissertation writing life, for the teamwork and the reminders that we could and would finish… To my Penn colleagues who became friends, for the dinners, laughter, stories, and debate in the midst of work: Mekha, Julian, Ike, Wintre, Dana, Samiha, Vince, Djuan, Edward Scott… To Wintre Foxworth and Lloyd Talley, for your authenticity, friendship, peer review, and tireless support…and for understanding the struggle of being Black in this specific space… To Dr. Lloren Foster, for being the first to encourage me to obtain a doctorate… To my grandmother, for giving all you knew and had to help me get this dissertation done… To Janelle, Naimah, and Tiffany, who were with me before I started, for trying to understand and never turning your backs during this process… Naimah, thank you for bringing me groceries while I wrote, motivating me to be my best self, providing space to vent & breathe, protecting my time and heart, and reminding me what matters most at the end of every day… Janelle, thank you for not leaving me in this world alone, always being my very best friend and confidante, laughing and crying with me, and believing in me from the very beginning… To my family & community, therapists & gym instructors, and my home church in Carolina, for returning me to the best parts of myself, keeping me sane throughout this journey, teaching us songs and affirmations that got me through the most challenging moments in this process, and being a constant source of wisdom, encouragement, laughter, and love… To Principal “Hairston” and the “Clayton” Elementary community for welcoming me, allowing me to conduct my research at your school, and sharing your knowledge… To the children I have worked with over the years, especially in Philadelphia. I hope you know you changed me forever and that I am immensely grateful for it… THANK YOU. v ABSTRACT JOYOUS READING: ASPECTS OF LITERATURE ENJOYMENT FOR BLACK/AFRICAN AMERICAN FOURTH GRADE STUDENTS Sherea Mosley Ebony E. Thomas This study primarily explores the types of books African American children in a local fourth grade classroom like and enjoy. Books students are interested in reading and other related aspects that contribute to their literary enjoyment are also explored. It is during the upper elementary years that many students who eventually express little or no preference for reading first “become ambivalent toward reading… because they [can] no longer find reading material that interest[s] them” (Davila and Patrick, 2010, p. 200). Even when children select a book on their own, they are almost always selecting from books preselected for them by adults (librarians, teachers, booksellers, publishers, parents, etc.). Encisco, Wolf, Coats, and Jenkins (2010) refer to the heavy adult influence in children’s literature as “a shadow” that never truly departs (p. 259). As a result, children’s voices tend to be ignored in a field that supposedly exists for them. Applying a student voice lens and critical ethnographic approach, this dissertation considers the research question from a variety of method sources. Participant observation, surveys, interviews, book club discussions, book logs, and circulation records are analyzed and compared to better understand the topic presented. vi Emphasis is placed on book genres, formats, and elements that potentially contribute to student enjoyment, as well as the impact of students’ reading environment. The results reveal participants’ enjoyment of realistic fiction, comedy, horror, biography, and science nonfiction books. While chapter books proved to be the most enjoyed format by frequency, longer visual texts (comics, graphic novels, and multimodal books) were considered to be the participants’ favorite format. Also, a book’s characters were found to be the most important book element contributing to liking/enjoying a book. Findings
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