A Secret Society of Readers: College-Age Mentors' Literacy Experiences with Young Adolescent Mentees
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| Title: | A Secret Society of Readers: College-Age Mentors' Literacy Experiences with Young Adolescent Mentees |
|---|---|
| Language: | English |
| Authors: | Lindsay Persohn, Dulcey B. Hunter, Chelsea Rivera, Karyn Z. Mendez, Cheryl R. Ellerbrock, Lucy Monette |
| Source: | Journal of Global Education and Research. 2025 9(2):125-138. |
| Availability: | University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Higher Education Postsecondary Education Elementary Education Grade 5 Intermediate Grades Grade 6 Grade 7 |
| Descriptors: | Middle School Students, At Risk Students, Reading Instruction, Peer Teaching, Mentors, College Students, Student Attitudes, Reading Skills, Program Effectiveness, Group Dynamics, Self Concept, Reading Interests, Grade 5, Grade 6, Grade 7 |
| ISSN: | 2577-5081 2577-509X |
| Abstract: | This study occurred within Year One and Year Two of an ongoing literacy initiative designed to build reader identities among underserved middle school students. Using a near-peer mentoring model, mentees were paired with college-student mentors to interact weekly around books and reading. Reader interests and identities are influenced by affective and relational approaches through mentored reading experiences and a variety of texts. This qualitative case study (n = 11 of 24 Year One and n = 13 of 37 Year Two mentors) aimed to identify the ways mentor/mentee relationships affect reader interests, attitudes, and skills, and to evaluate the initiative. We codified key themes in the interview data and identified ideas that were recurrent and reinforced. We assert that near-peer relationships were central, group dynamics matter, reader interests and identities were key, reader identities were (re)discovered, and time proved both structural and relational. Literacy practices through mentored reading experiences compel us to consider how interactions with texts and each other shape who we are and who we become. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486296 |
| Database: | ERIC |
| Abstract: | This study occurred within Year One and Year Two of an ongoing literacy initiative designed to build reader identities among underserved middle school students. Using a near-peer mentoring model, mentees were paired with college-student mentors to interact weekly around books and reading. Reader interests and identities are influenced by affective and relational approaches through mentored reading experiences and a variety of texts. This qualitative case study (n = 11 of 24 Year One and n = 13 of 37 Year Two mentors) aimed to identify the ways mentor/mentee relationships affect reader interests, attitudes, and skills, and to evaluate the initiative. We codified key themes in the interview data and identified ideas that were recurrent and reinforced. We assert that near-peer relationships were central, group dynamics matter, reader interests and identities were key, reader identities were (re)discovered, and time proved both structural and relational. Literacy practices through mentored reading experiences compel us to consider how interactions with texts and each other shape who we are and who we become. |
|---|---|
| ISSN: | 2577-5081 2577-509X |
