University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 1988 Authors of pictures, draughtsmen of words Ruth Shagoury Hubbard University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Hubbard, Ruth Shagoury, "Authors of pictures, draughtsmen of words" (1988). Doctoral Dissertations. 1535. https://scholars.unh.edu/dissertation/1535 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. INFORMATION TO USERS The most advanced technology has been used to photo­ graph and reproduce this manuscript from the microfilm master. 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Photographs included in the original manuscript have been reproduced xerographically in this copy. 35 mm slides or 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. #IUMIAccessing the World's Information since 1938 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA Order Number 8816690 Authors of pictures, draughtsmen of words Hubbard, Ruth Shagoury, Ph.D. University of New Hampshire, 1988 UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V 1. Gl ossy photog raphs or pages______ 2. Colored illustrations, paper or print_______ 3. Photographs with dark background 4. Illustrations are poor copy Z ’ 5. Pages with black marks, not original copy 6. Print shows through as there is text on both sides of page________ 7. Indistinct, broken or small print on several pages t / 8. Print exceeds margin requirements ______ 9. Tightly bound copy with print lost in sp in e_______ 10. Computer printout pages with indistinct print_______ 11. Page(s) _____________lacking when material received, and not available from school or author. 12. Page(s) _____________seem to be missing in numbering only as text follows. 13. Two pages num bered_______ . Text follows. 14. Curling and wrinkled p ages _______ 15. Dissertation contains pages with print at a slant, filmed as received 16. Other____________________________________________________________________________ UMI AUTHORS OF PICTURES. DRAUGHTSMEN OF WORDS BY RUTH SHAGOURY HUBBARD B.A.. Colby College. 1972 M.Ed.. University of New Hampshire. 1982 DISSERTATION Submitted to the University of New Hampshire in partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Reading and Writing Instruction May. 1988 This dissertation has been examined and approved. (2 m m Dissertation Director, Dr. Jane Hansen Associate Professor of Education University of New Hampshire Dr. Donald Graves, Professor of Education, University of Nev Hampshire -------------- j------------------ -------------------------------------------------------------AW~U-L Dr. Thomas Newkirk, Associate Professor of English, University of New Hampshire y .W - Dr. Deborah Stone, Associate Professor of Education, University of New Hampshire Dr.'. Douglas? Fricke, Teacher Milton Academy. Milton, Massachusetts Patricia McLure, Teacher Mast Way School, Lee, New Hampshire <V Jp 6— h 7~' - L.U) / Date for Jim "There is always you at my side the words flashing light and shadow. What was grey ripples scarlet and golden; what was bland reeks of ginger and brandy; what was empty roars like a packed stadium; what slept gallops for miles." ACKNOWLEDGEMENTS Asa way of publicly saying "thanks," I would like to acknowledge the many people who helped me in the research and writing of this manuscript. My first thanks go, of course, to the children who gracefully tolerated my intrusions and allowed me to learn from them. I miss them already. I am especially grateful to Pat McLure—teacher, advisor, colleague, and trusted friend. She welcomed me into her classroom and taught me to see what children rea JJy know. Her warmth, wisdom, and gentle humor have guided me for the past five years, and will continue, 1 know, to enrich my life. Besides Pat, I was fortunate to have another close friend and colleague "in the field" with me—Brenda Miller. Because of our daily discussions, shared readings, and constant collaboration, Brenda s insights and ideas are throughout this dissertation. She energized me with her hypotheses, cheered me up with her outrageous sense of humor, made me chicken soup when I was sick, soothed me with her poetry, and on top of that, she kept tossing good books my way. from Annie Dillard to Jeremy Rifkin. Thanks, Brenda! I am also grateful to my Dissertation Committee, especially Jane Hansen, for their encouragement and support in finding my own form for this dissertation. Rather than prescribing a traditional format, they urged me to investigate what I was interested in, explore what I was learning through my writing, and abandon the traditional five chapter format. When we would meet to discuss the work-in-progress, the conversations I had i v with our diverse group—Jane Hansen, Donald Graves, Tom Newkirk, Deborah Stone, Doug Fricke, Pat McLure, and Brenda Miller—stimulated and nudged me forward me. I learned important writing and research lessons from Donald Murray, who encouraged me when I first began to look at visual and verbal literacy links. He taught me to follow what intrigues and surprises me, helping foster my love for research. I also want to thank the many colleagues who read and thoughtfully responded to drafts of this manuscript. Linda Rief not only read excerpts, but generously met with me to discuss ideas and push my thinking forward. Donna Lee and Chip Nelson kindly allowed me to learn from them and their classroom after I had supposedly "withdrawn from the field." I am also grateful to Virginia Stuart, Peggy Murray, Elizabeth Chiseri-Strater, Judy Fueyo, and Gini Littlefield for their enthusiasm and their critical judgement. The inspiration of Nancie Atwell's writing, teaching, and respect for young writers is also woven throughout the dissertation. Her article "Writing and Reading from the Inside Out" opened my eyes to a new approach to literacy education, and with each new publication, my respect for her work grows. Even thought she's younger than me, I wish I could be Nancie Atwell when I grow up. Warm thanks to Win Rhoades and Tom Romano for providing the perfect jazz tapes to write dissertations by—they got me through many a rough transition. And finally, how can I thank my family for their endurance of a difficult year? It may take Meghan, Nathan, and Cory months to believe they can now play their music at the volume they'd prefer! v And Jim Whitney, my best friend and husband, helped me in every possible role-reading all my drafts, clarifying my thinking in late-night conversations, providing just the right metaphor, helping me with graphics, and poking fun at educational jargon when it reared its ugly head. Through everything, he continues to provide the solace and support only he can give me. TABLE OF CONTENTS DEDICATION........................................................................................................ i i i ACKNOWLEDGEMENTS i v LIST OF TABLES................................................................................................ v i i LIST OF FIGURES.................................................................................................v i i i ABSTRACT x i i i CHAPTER PAGE INTRODUCTION................................................................................................. 1 I. REVISITING THE WORLD OF CHILDREN: MYTHS, METAPHORS AND NEW DIRECTIONS FOR RESEARCH...................................... 10 The Social History of Childhood ............................................. 14 Reassessing Children s Strengths .......................................... 18 The Child as Ethnographic Inform ant .................................. 22 II. METHODOLOGY................................................................................. 26 Ethnographic Context and Population .................................... 26 ' Field Entry and Data Collection .............................................. 38 Data Analysis ........................................................................... 48 III. SIGNS OF THE TIMES....................................................................... 54 Children's Concepts of Time .................................................... 54 Time's Arrow ..........................................................................