Relationship with literacy. A longitudinal perspective on the literacy practices and learning of young people without a diploma.

Autor/inn/en	Thériault, Virginie; Bélisle, Rachel
Titel	Relationship with literacy. A longitudinal perspective on the literacy practices and learning of young people without a diploma.
Quelle	In: European journal for Research on the Education and Learning of Adults, 11 (2020) 1, S. 13-28Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.3384/rela.2000-7426.rela9145
URN	urn:nbn:de:0111-pedocs-188413
Schlagwörter	Biografisches Interview; Interview; Langzeituntersuchung; Längsschnittuntersuchung; Verhältnis; Schulabschluss; Schriftlichkeit; Lesen; Schreib- und Lesefähigkeit; Schreiben; Schrift; Erwachsenenbildung; Alphabetisierung; Abbruch; Biografie; Fallbeispiel; Prozessanalyse; Jugendlicher; Junger Erwachsener; Schulabgänger; Frankofones Kanada; Kanada; Québec
Abstract	This article explores the temporal dimension of the 'rapport à l'écrit' (relationship with literacy) in the lives of two young people - Anaïs (aged 19) and Zachary (aged 22) - without a secondary school diploma. The article draws on data taken from a mixedmethods longitudinal study looking at young people's transitions in Québec (Canada). Process Analysis is used as an analytical framework. The results suggest that young people without a secondary school diploma do not necessarily have a difficult or negative relationship with literacy. By focusing on the relationship with literacy and its evolution over time, it is possible to put emphasis on young people' positive investment in a number of literacy practices and not be limited to school practices alone. Our findings confirm the relevance of exploring the temporal dimension of the relationship with literacy for policy makers, researchers, and educators. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3