東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Utilizing Multicultural Literature t...

McNaughton, Denise.

FindBook

Google Book

Amazon

博客來

Utilizing Multicultural Literature to Foster Critical Literacy in a Secondary English Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Utilizing Multicultural Literature to Foster Critical Literacy in a Secondary English Classroom./
作者:	McNaughton, Denise.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	93 p.
附註:	Source: Masters Abstracts International, Volume: 81-10.
Contained By:	Masters Abstracts International81-10.
標題:	Reading instruction. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27832554
ISBN:	9798607318833

Utilizing Multicultural Literature to Foster Critical Literacy in a Secondary English Classroom.
McNaughton, Denise.

Utilizing Multicultural Literature to Foster Critical Literacy in a Secondary English Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 93 p.

Source: Masters Abstracts International, Volume: 81-10.

Thesis (M.A.)--Rowan University, 2020.

This item must not be sold to any third party vendors.

The overall purpose of this study was to research the impact of multicultural literature on secondary students' abilities to employ critical literacy techniques and develop empathy towards groups of people from marginalized and oppressed communities. Students in a 10th grade, Academic level classroom self-selected independent readings texts about multicultural social groups and engaged in small group discussions centered on questioning text through the lens of critical literacy throughout the semester. Small group discussions focused on identifying trends of inequality. Findings of this study include patterns in student book selection, trends in student understanding of identity and the implications of identity within the context of social groups; evidence of student exposure to and awareness of historically marginalized or oppressed groups; evidence of student comfort level during small group discussions based on current or topical events; (6) the impact of real world context on student understanding of multicultural themes. Conclusions drawn from this study discuss the importance of implementing multicultural literature in the classroom for students at the secondary level and the importance of contextualizing fiction and nonfiction multicultural literature within the historical, political and social events in which these texts are based.

ISBN: 9798607318833Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Multicultural literature

Utilizing Multicultural Literature to Foster Critical Literacy in a Secondary English Classroom.
LDR:02343nmm a2200301 4500 001 2278012
005 20210611082003.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798607318833
035 $a (MiAaPQ)AAI27832554
035 $a AAI27832554
040 $a MiAaPQ $c MiAaPQ
100 1 $a McNaughton, Denise. $3 3556371
245 1 0 $a Utilizing Multicultural Literature to Foster Critical Literacy in a Secondary English Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 93 p.
500 $a Source: Masters Abstracts International, Volume: 81-10.
500 $a Advisor: Lee, Valarie.
502 $a Thesis (M.A.)--Rowan University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The overall purpose of this study was to research the impact of multicultural literature on secondary students' abilities to employ critical literacy techniques and develop empathy towards groups of people from marginalized and oppressed communities. Students in a 10th grade, Academic level classroom self-selected independent readings texts about multicultural social groups and engaged in small group discussions centered on questioning text through the lens of critical literacy throughout the semester. Small group discussions focused on identifying trends of inequality. Findings of this study include patterns in student book selection, trends in student understanding of identity and the implications of identity within the context of social groups; evidence of student exposure to and awareness of historically marginalized or oppressed groups; evidence of student comfort level during small group discussions based on current or topical events; (6) the impact of real world context on student understanding of multicultural themes. Conclusions drawn from this study discuss the importance of implementing multicultural literature in the classroom for students at the secondary level and the importance of contextualizing fiction and nonfiction multicultural literature within the historical, political and social events in which these texts are based.
590 $a School code: 1419.
650 4 $a Reading instruction. $3 2122756
653 $a Multicultural literature
690 $a 0535
710 2 $a Rowan University. $b Education. $3 3279684
773 0 $t Masters Abstracts International $g 81-10.
790 $a 1419
791 $a M.A.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27832554