Relationship with Literacy: a longitudinal perspective on the literacy practices and learning of young people without a diploma
| Autor: | Rachel Bélisle, Virginie Theriault |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Longitudinal study
Erwachsenenbildung relationship with literacy Schreib- und Lesefähigkeit Junger Erwachsener Schreiben Literacy Bildungssoziologie Adult education 0504 sociology Verhältnis School leaver Pedagogy mixed-methods longitudinal study Relevance (law) School graduation Dimension (data warehouse) Abbruch media_common lcsh:LC8-6691 Biographical Inventories 05 social sciences Jugendlicher Boy Longitudinal analysis 050301 education Langzeituntersuchung Biographies Schriftlichkeit Prozessanalyse Psychology School leaving qualification Frankofones Kanada Canada Schrift Adolescent Erziehung Schul- und Bildungswesen media_common.quotation_subject Adult training young people Exemplary model Education ddc:370 Process analysis Biografie Erwachsenenbildung / Weiterbildung Fallbeispiel Alphabetisierung Interview literacy practices lcsh:Special aspects of education Schulabschluss Perspective (graphical) 050401 social sciences methods Biografisches Interview literacy learning School leaving Längsschnittuntersuchung Québec Kanada Young adult Negative relationship Lesen Schulabgänger 0503 education |
| Zdroj: | European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 13-28 European Journal for Research on the Education and Learning of Adults, Vol 11, Iss 1, Pp 13-28 (2020) |
| ISSN: | 2000-7426 |
| DOI: | 10.3384/rela.2000-7426.rela9145 |
| Popis: | 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.) |
| Databáze: | OpenAIRE |
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