View in EDS

The Metatheoretical Assumptions of Literacy Engagement: A Preliminary Centennial History

Saved in:
Bibliographic Details
Title: The Metatheoretical Assumptions of Literacy Engagement: A Preliminary Centennial History
Language: English
Authors: Hruby, George G., Burns, Leslie D., Botzakis, Stergios, Groenke, Susan L., Hall, Leigh A., Laughter, Judson, Allington, Richard L.
Source: Review of Research in Education. Mar 2016 40(1):588-643.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 56
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Information Analyses
Descriptors: Literacy Education, Educational Research, Educational History, Theories, Learner Engagement, Student Motivation, Student Participation, Models, Journal Articles, Classification
DOI: 10.3102/0091732X16664311
ISSN: 0091-732X
Abstract: In this review of literacy education research in North America over the past century, the authors examined the historical succession of theoretical frameworks on students' active participation in their own literacy learning, and in particular the metatheoretical assumptions that justify those frameworks. The authors used "motivation" and "engagement" as focal topics by which to trace this history because of their conceptual proximity to active literacy participation. They mapped the uses of "motivation" and "engagement" in the major literacy journals and handbooks over the past century, constructed a grounded typology of theoretical assumptions about literate agency and its development to code those uses, and reviewed similar histories of theoretical frameworks in educational, psychological, philosophical, and literary scholarship to draft a narrative history of the emergence of "engaged" literacies.
Abstractor: As Provided
Number of References: 442
Entry Date: 2016
Accession Number: EJ1124294
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1124294
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Metatheoretical Assumptions of Literacy Engagement: A Preliminary Centennial History
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hruby%2C+George+G%2E%22">Hruby, George G.</searchLink><br /><searchLink fieldCode="AR" term="%22Burns%2C+Leslie+D%2E%22">Burns, Leslie D.</searchLink><br /><searchLink fieldCode="AR" term="%22Botzakis%2C+Stergios%22">Botzakis, Stergios</searchLink><br /><searchLink fieldCode="AR" term="%22Groenke%2C+Susan+L%2E%22">Groenke, Susan L.</searchLink><br /><searchLink fieldCode="AR" term="%22Hall%2C+Leigh+A%2E%22">Hall, Leigh A.</searchLink><br /><searchLink fieldCode="AR" term="%22Laughter%2C+Judson%22">Laughter, Judson</searchLink><br /><searchLink fieldCode="AR" term="%22Allington%2C+Richard+L%2E%22">Allington, Richard L.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Review+of+Research+in+Education%22"><i>Review of Research in Education</i></searchLink>. Mar 2016 40(1):588-643.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 56
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Theories%22">Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.3102/0091732X16664311
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0091-732X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this review of literacy education research in North America over the past century, the authors examined the historical succession of theoretical frameworks on students' active participation in their own literacy learning, and in particular the metatheoretical assumptions that justify those frameworks. The authors used "motivation" and "engagement" as focal topics by which to trace this history because of their conceptual proximity to active literacy participation. They mapped the uses of "motivation" and "engagement" in the major literacy journals and handbooks over the past century, constructed a grounded typology of theoretical assumptions about literate agency and its development to code those uses, and reviewed similar histories of theoretical frameworks in educational, psychological, philosophical, and literary scholarship to draft a narrative history of the emergence of "engaged" literacies.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 442
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1124294
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1124294
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.3102/0091732X16664311
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 56
        StartPage: 588
    Subjects:
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Educational History
        Type: general
      – SubjectFull: Theories
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Journal Articles
        Type: general
      – SubjectFull: Classification
        Type: general
    Titles:
      – TitleFull: The Metatheoretical Assumptions of Literacy Engagement: A Preliminary Centennial History
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hruby, George G.
      – PersonEntity:
          Name:
            NameFull: Burns, Leslie D.
      – PersonEntity:
          Name:
            NameFull: Botzakis, Stergios
      – PersonEntity:
          Name:
            NameFull: Groenke, Susan L.
      – PersonEntity:
          Name:
            NameFull: Hall, Leigh A.
      – PersonEntity:
          Name:
            NameFull: Laughter, Judson
      – PersonEntity:
          Name:
            NameFull: Allington, Richard L.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-print
              Value: 0091-732X
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Review of Research in Education
              Type: main
ResultId 1