The Metatheoretical Assumptions of Literacy Engagement: A Preliminary Centennial History

Autor/inn/en	Hruby, George G.; Burns, Leslie D.; Botzakis, Stergios; Groenke, Susan L.; Hall, Leigh A.; Laughter, Judson; Allington, Richard L.
Titel	The Metatheoretical Assumptions of Literacy Engagement: A Preliminary Centennial History
Quelle	In: Review of Research in Education, 40 (2016) 1, S.588-643 (56 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
Schlagwörter	Literacy Education; Educational Research; Educational History; Theories; Learner Engagement; Student Motivation; Student Participation; Models; Journal Articles; Classification + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; History of education; Bildungsgeschichte; Theory; Theorie; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Analogiemodell; Journal article; Zeitschriftenaufsatz; Classification system; Klassifikation; Klassifikationssystem
Abstract	In this review of literacy education research in North America over the past century, the authors examined the historical succession of theoretical frameworks on students' active participation in their own literacy learning, and in particular the metatheoretical assumptions that justify those frameworks. The authors used "motivation" and "engagement" as focal topics by which to trace this history because of their conceptual proximity to active literacy participation. They mapped the uses of "motivation" and "engagement" in the major literacy journals and handbooks over the past century, constructed a grounded typology of theoretical assumptions about literate agency and its development to code those uses, and reviewed similar histories of theoretical frameworks in educational, psychological, philosophical, and literary scholarship to draft a narrative history of the emergence of "engaged" literacies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01