The Dynamics of Literacy Acquisition and Learning: Focusing on Gifted Learners in a Language Arts Collaborative Class
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THE DYNAMICS OF LITERACY ACQUISITION AND LEARNING: FOCUSING ON GIFTED LEARNERS IN A LANGUAGE ARTS COLLABORATIVE CLASS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Linda Lee Kelley, M.A. ***** The Ohio State University 2005 Dissertation Committee: Approved by Professor Caroline Clark, Co-Adviser ________________________ Co-Adviser Professor Barbara Lehman, Co-Adviser ________________________ Professor George Newell Co-Adviser Graduate Program in Education ABSTRACT This case-study research focuses on the dynamics of literacy acquisition and learning in a language arts-art collaborative class addressing the curricular needs eighth- grade students identified as gifted and/or highly motivated. Basing the curricular design on the social situatedness of literacies, three teacher research participants developed a framework for exploring literacies first from student research participants’ personal perspectives, then extending observations and explorations to other diverse cultures. Data include written texts, art pieces, dialogic interviews, reflective journal entries, class discussions and observations, and audio/videotapes. All provide descriptive information that served as a basis for analyses addressing questions related to explaining the dynamics that impact doing writing. Conclusions indicate that curricular design based on relevant, purposeful questions provides cohesiveness, consequently promoting effective literacy instruction. Attention to instructional scaffolding with particular emphasis on teacher-student collaboration emerges as a fundamental framework for developing appropriately challenging differentiation in literacy acquisition and learning—beyond minimal proficiencies. ii Dedicated to Robbie and Andrew iii ACKNOWLEDGMENTS I wish to thank my advisers, Caroline Clark and Barbara Lehman, for their encouragement and consistent support that served to challenge my thinking and guide its organization. In addition, I am grateful to George Newell, who shared his knowledge, resources and questions about writing and its instruction. Obviously instrumental to the creation of this study are Mrs. Oldfeld and Mrs. Powers, the teacher research participants; and the four student research participants, Eric, Christopher, Gabriella, and Namrata. Their collaborative efforts and willingness to share their time, thoughts and energies provided insights into the dynamics of doing writing. Most importantly, I am thankful for their continued friendships. I also wish to thank my daughters, Kim and Kristen, for leading by example and supporting me through actions and words. Finally, I thank my husband, Steve, for his understanding, his humor and his ability to maintain a positive perspective. iv VITA November 30, 1947………………………Born – Cleveland, Ohio 1969………………………………………B.S. in Education, The Ohio State University. 1995-1999………………………………..M.A. in Education, The Ohio State University 1981-1999………………………………..Educator, Gifted and Talented Bucyrus City Schools Bucyrus, Ohio 1983-1984………………………………. Enrichment Program Developer Crawford County Schools Crawford County, Ohio 1999-2004………………………………..Educator and Coordinator, Gifted and Talented Westerville City Schools Westerville, Ohio 2004-2005………………………………..Educator, Gifted and Talented Bexley City Schools Bexley, Ohio 2003 – present……………………………Co-Director, Columbus Area Writing Project 2001-2005……………………………….Guest Lecturer/Instructor The Ohio State University FIELDS OF STUDY Major Field: Education v TABLE OF CONTENTS Page Abstract............................................................................................................................... ii Dedication.......................................................................................................................... iii Acknowledgments.............................................................................................................. iv Vita…...................................................................................................................................v List of Figures.................................................................................................................... vi Chapters: 1. Introduction..............................................................................................................1 Rationale ..................................................................................................................4 Statement of the Problem.......................................................................................10 Definition of Terms.....................................................................................12 Limitations of the Study.........................................................................................13 Significance of the Study.......................................................................................15 Organization of the Study ......................................................................................15 2. Review of Related Literature.................................................................................17 Writing within Academic Settings.........................................................................17 Focusing on the Writer...........................................................................................32 The Many Voices of Literacy ................................................................................46 The Social Situatedness of Literacy.......................................................................48 The Social Dynamics of Literacy ..........................................................................52 3. Research Methods..................................................................................................61 Approach for the Study..........................................................................................61 Research Questions................................................................................................62 Context of the Study ..............................................................................................63 Sampling ................................................................................................................66 Teacher Research Participant #1................................................................68 Teacher Research Participant #2................................................................69 Teacher Research Participant #3................................................................71 Student Research Participant #1—Eric......................................................72 Student Research Participant #2—Christopher .........................................74 vi Student Research Participant #3—Catalina...............................................76 Student Research Participant #4—Namrata...............................................77 Data Gathering.......................................................................................................79 Research Procedure................................................................................................80 Data Analysis.........................................................................................................86 4. Research Results....................................................................................................89 Description and Context of the Baseline Assignment ...........................................91 Baseline Writing Analyses.....................................................................................93 Eric.............................................................................................................93 Catalina ......................................................................................................94 Namrata......................................................................................................95 Christopher.................................................................................................96 Group Analysis of Baseline Writings ........................................................96 Description and Context of Home Literacy Unit...................................................98 Student Research Participants’ Home Literacy Writing Analyses ......................102 Eric..........................................................................................................102 Catalina ....................................................................................................102 Namrata....................................................................................................103 Christopher...............................................................................................103 Group Analysis of Home Literacy Writings............................................104 Description and Context of School Literacies Unit .............................................105 Student Research Participants’ School Literacy Writing Analyses.....................106 Eric..........................................................................................................106 Catalina ....................................................................................................107 Namrata....................................................................................................108 Christopher...............................................................................................109