Measuring Situated Literacy Activity: Challenges and Promises

Autor/inn/en	Purcell-Gates, Victoria; Anderson, Jim; Gagne, Monique; Jang, Kristy; Lenters, Kimberly A.; McTavish, Marianne
Titel	Measuring Situated Literacy Activity: Challenges and Promises
Quelle	In: Journal of Literacy Research, 44 (2012) 4, S.396-425 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X12457167
Schlagwörter	Action Research; Family Literacy; Social Environment; Foreign Countries; Pretests Posttests; Scores; Adults; Preschool Children; Emergent Literacy; Early Childhood Education; Young Children; Research Projects; Immigrants; Refugees; Canada + Suchen Sie Ihr Suchwort? Projektforschung; Soziales Umfeld; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Forschungsvorhaben; Immigrant; Immigrantin; Immigranten; Flüchtling; Kanada
Abstract	This report presents the results of the development of a methodological approach to provide empirical evidence that family literacy programs "work." The assessment techniques were developed within the action research project Literacy for Life (LFL) that the authors designed and delivered for 12 months, working collaboratively with three different cohorts of immigrant and refugee families in western Canada. The goal was to develop valid and reliable measures and analyses to measure the impact on literacy skill and knowledge in a particular version of a literacy program that incorporated real-world literacy activities into instruction for low-English-literate adults and their prekindergarten children, ages 3 to 5. The authors offer this approach to assessment as a promising way to measure the impact of socially situated literacy activity that requires taking the social context of literacy activity into account. They offer this work not as the answer to the challenge of documenting the value of working with families and literacy, but as one way to think about focusing curriculum and assessment within programs that validate the real lives of the participants and build bridges between those lives and literacy work within family literacy programming. (Contains 5 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10