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The Kids Inquiry Conference : = Tensions in Literacy Activities, Practices, and Actions across Elementary-Level Spaces for Student-Driven Inquiry.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Kids Inquiry Conference :/
Reminder of title:	Tensions in Literacy Activities, Practices, and Actions across Elementary-Level Spaces for Student-Driven Inquiry.
Author:	Silvestri, Katarina Nicole.
Description:	1 online resource (364 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438048034

The Kids Inquiry Conference : = Tensions in Literacy Activities, Practices, and Actions across Elementary-Level Spaces for Student-Driven Inquiry.
Silvestri, Katarina Nicole.

The Kids Inquiry Conference :Tensions in Literacy Activities, Practices, and Actions across Elementary-Level Spaces for Student-Driven Inquiry. - 1 online resource (364 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2018.

Includes bibliographical references

This exploratory case study aims to better understand the interactions between and literacy activities, practices, and actions of fifth-grade students, their teachers, and learning environments during a student-directed extended inquiry unit (the Kids Inquiry Conference--KIC) where students propose their own topics to be researched. This study details how inquiry as cultural activity unfolded over time and across spaces within the school (i.e. the fifth-grade classroom, library, etc.). The goal is to understand how enactment of inquiry as a cultural activity---including the repertoires of practice, spatial arrangements, and materials in interaction with participants---both fits into and creates tensions within the larger school context and culture.

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

Mode of access: World Wide Web

ISBN: 9780438048034Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

The Kids Inquiry Conference : = Tensions in Literacy Activities, Practices, and Actions across Elementary-Level Spaces for Student-Driven Inquiry.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Mary McVee.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2018.
504 $a Includes bibliographical references
520 $a This exploratory case study aims to better understand the interactions between and literacy activities, practices, and actions of fifth-grade students, their teachers, and learning environments during a student-directed extended inquiry unit (the Kids Inquiry Conference--KIC) where students propose their own topics to be researched. This study details how inquiry as cultural activity unfolded over time and across spaces within the school (i.e. the fifth-grade classroom, library, etc.). The goal is to understand how enactment of inquiry as a cultural activity---including the repertoires of practice, spatial arrangements, and materials in interaction with participants---both fits into and creates tensions within the larger school context and culture.
520 $a This study is rooted conceptually in cultural-historical activity theory; Deweyan perspectives about experience, authenticity in learning, and inquiry; assumptions about literacy (i.e., meaning-making) that assert the multimodal, embodied, spatial, and material nature of interaction and meaning-making; as well as assumptions about the persistent entrenchment of school culture in neoliberalism and back-to-basics teaching and learning. Importantly, this research emphasizes inquiry from a literacy and design standpoint rather than the more common stance foregrounding scientific principles and processes.
520 $a Observational data of participants (i.e., students and teachers) was collected over the three-and-a-half months long KIC project (i.e., audio, video, researcher field notes, artifacts). Interviews were collected from participating teachers, students, and administrators. Data analyses included: domain and taxonomic analysis; multimodal/spatial interactional analysis; descriptive coding of activity systems; and multimodal discourse analysis. Two activity systems were extensively decomposed and analyzed for their interrelationships and tensions: 1) KIC project pedagogy and guidance and 2) KIC project learning and doing.
520 $a Major themes and tensions revealed in the activity systems under analysis include: a) supporting agency of students' bodies during inquiry learning; b) balancing students' access to resources during inquiry; c) open student choice, widened access to resources, and text readability; d) honoring and pedagogically supporting student choices in inquiry; e) student purposes for inquiry learning in schools; f) teacher purposes for inquiry learning in schools; and g) the socioemotional supports of inquiry learning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
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710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1148475
773 0 $t Dissertation Abstracts International $g 79-10A(E).
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