Rethinking literacy in Spanish primary education from mixed methods approach: through lens of pupils, families and teachers
- Autores: Celia Moreno-Morilla
- Directores de la Tesis: Eduardo García Jiménez (dir. tes.), Fernando Guzmán Simón (dir. tes.)
- Lectura: En la Universidad de Sevilla ( España ) en 2019
- Idioma: español
- Tribunal Calificador de la Tesis: Manuel Montanero Fernández (presid.), Virginia Guichot Reina (secret.), Carolina Fernández Quintanilla (voc.), Soledad Romero Rodríguez (voc.), Katia Caballero Rodríguez (voc.)
- Programa de doctorado: Programa de Doctorado en Educación por la Universidad de Sevilla
- Materias:
- Enlaces
- Tesis en acceso abierto en: Idus
- Resumen
This doctoral thesis is based on a socio-discursive model of literacy, where literacy practices have a sociocultural and situated nature that takes as a reference the theoretical approach of the New Literacy Studies (NEL). This approach argues that students, families and teachers develop their reading and writing practices in different domains and situations of everyday life, thus giving rise to formal (institutional) and informal (vernacular) practices. According to this approach, our research focuses on describing and understanding the literacy events and practices of children aged 8-12 years. To such end, a mixed-methods research methodology has been used. Specifically, a sequential exploratory design (QUANT→qual) has been developed that has combined two interactive stages.
The first stage started with the quantitative data collection and analysis (QUANT Component) and continued into the second stage of qualitative data collection and analysis (qual Component). The data collection in the QUANT Component has been based on the survey method. The sample in this first stage has included 20 Early Childhood and Primary Education schools in the province of Seville. In this stage of the research 1,540 students (8-12 years old), 1,438 families and 74 teachers participated. To collect the data a self-report questionnaire was used regarding literacy practices and events, and three different versions were used (one for each of the participating groups). The data were analysed through descriptive analyses (univariate statistics), analysis of variance (ANOVA), two-stage cluster analysis, principal component analysis for categorical variables (CAPTCA), and regression analysis.
The qual Component has been realised through the design of multiple embedded cases. Three of the participating schools in the QUANT Component have participated in this second stage, with a total of 6 children, their families and teachers. Data was collected through interviews, discussion groups and the construction of mappings with participants. The information collected through the qual Component was analysed through a Comparative Qualitative Analysis (CQA).
The results from this research show the complex relationship that exists between the literacy practices developed by students in the home space and in the school space, and the underdevelopment of a “third literacy space”. The creation of this third space would be advisable for the building of bridges between the home and the school, and to favour a dialectic relationship between the school curriculum and popular culture.
