Analyzing the Cultural Critical Discourse of Adolescent Authentic Discussions Using Online Booktalks

Autor/in	Cereghini, Christina A.
Titel	Analyzing the Cultural Critical Discourse of Adolescent Authentic Discussions Using Online Booktalks
Quelle	(2018), (150 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Arkansas at Little Rock
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-9470-4
Schlagwörter	Hochschulschrift; Dissertation; Adolescents; Interpersonal Communication; Sociolinguistics; Reading Comprehension; Inferences; Books; Computer Mediated Communication; Socialization; High School Students; Grade 10; Cultural Capital; Cognitive Processes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interpersonale Kommunikation; Soziolinguistik; Leseverstehen; Inference; Inferenz; Book; Buch; Monographie; Monografie; Computerkonferenz; Socialisation; Sozialisation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Cognitive process; Kognitiver Prozess
Abstract	This mixed methods study investigates the effect of cultural and sociolinguistic textures of talk on authentic discussion patterns and whether reading comprehension and inferencing are affected in an online booktalk environment with adolescents. The research will also investigate the contextual features of the classroom community to be studied to help determine the specific sociocultural norms established in that classroom. The unique conditions of the setting in which today's adolescents function, such as amplified access to digital technologies, the evolving status of socialization, the express shift of physical and emotional factors, and the collective influence of prior experiences with reading, call for a more nuanced examination of their literacy practices. Data was collected from a Pre-AP 10th grade students in an urban high school setting. Using a sample of 75 students for the blog postings and recorded classroom discussions, the transcripts were sent through LIWC and the variables of tone, analytical, social, affect, cognitive process, and affiliation were examined. An F-test two sample for variances found that there is a connection between the students' funds of knowledge and their comprehension of the text. The results also suggest that inferencing is influenced through the other variables. There was no statistical significance between cognitive process and social, affect and affiliation, cognitive process and affiliation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01