國立虎尾科技大學 |

Understanding the Literacies of Working Class First-Generation College Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Understanding the Literacies of Working Class First-Generation College Students./
作者:	Schiavone, Aubrey.
面頁冊數:	1 online resource (276 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355366556

Understanding the Literacies of Working Class First-Generation College Students.
Schiavone, Aubrey.

Understanding the Literacies of Working Class First-Generation College Students. - 1 online resource (276 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--University of Michigan, 2017.

Includes bibliographical references

This qualitative interview study responds to an existing body of literature on first-generation college students that often focuses on the challenges these students face to the exclusion of their strengths or successes. This project pays special attention to strengths or successes associated with first-gen students' literacy practices, both speaking and writing. Findings from the study suggest that in fact first-gens do posses many literacy strengths that they have developed both during and before their time in college. Namely, first-gens have developed a set of financial and college-going literacies---specialized speaking and writing practices that help these students to navigate pathways to college. Additionally, these students bring to their college classrooms a repertoire of inclusive speaking praxis that includes such specific features as rhetorical listening, invitational rhetoric, and audience awareness. Finally, where first-gens' written literacies are concerned, workplace contexts prove to be a major asset, and first-gens' workplace writing has helped them to develop a capacious, nuanced construct of writing that includes but also moves beyond academic writing alone.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355366556Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Understanding the Literacies of Working Class First-Generation College Students.
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245 1 0 $a Understanding the Literacies of Working Class First-Generation College Students.
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300 $a 1 online resource (276 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Advisers: Anne Ruggles Gere; Melanie R Yergeau.
502 $a Thesis (Ph.D.)--University of Michigan, 2017.
504 $a Includes bibliographical references
520 $a This qualitative interview study responds to an existing body of literature on first-generation college students that often focuses on the challenges these students face to the exclusion of their strengths or successes. This project pays special attention to strengths or successes associated with first-gen students' literacy practices, both speaking and writing. Findings from the study suggest that in fact first-gens do posses many literacy strengths that they have developed both during and before their time in college. Namely, first-gens have developed a set of financial and college-going literacies---specialized speaking and writing practices that help these students to navigate pathways to college. Additionally, these students bring to their college classrooms a repertoire of inclusive speaking praxis that includes such specific features as rhetorical listening, invitational rhetoric, and audience awareness. Finally, where first-gens' written literacies are concerned, workplace contexts prove to be a major asset, and first-gens' workplace writing has helped them to develop a capacious, nuanced construct of writing that includes but also moves beyond academic writing alone.
520 $a Taken together, these findings suggest a need for more qualitative research with this student population, research that might better represent the material reality of these students' daily lives and experiences in college. Moreover, these findings suggest administrative and pedagogical interventions that might serve to improve these students' college experiences by not only recognizing their strengths but also by encouraging students to draw from these strengths in their literacy learning in curricular contexts such as first-year writing.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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710 2 $a University of Michigan. $b English and Education. $3 1187561
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