Through the lens of B.Ed. students' self-narratives : the motivational roles of significant others in literacy acquisition

Show simple item record Carstens, Adelia 2013-11-18T06:09:16Z 2014-01
dc.description.abstract According to the Policy on Minimum Requirements for Teacher Education Qualifications (2011), the acquisition of academic literacies lays the foundation for effective learning in higher education. However, one of the major challenges for designers of academic literacies programmes is to accommodate culturally and linguistically diverse student groups. In response to this challenge the academic literacies curriculum for B.Ed. students overtly draws upon the multiple languages and literacies students bring to the university, using these as a foundation for initiating them into the literacy practices of academia. One of the methods used to operationalise this strategy was to introduce literacy narrative pedagogy, and to gain insight into students’ acquisition of literacies by analysing their self-narratives. This article describes students’ construction of the identities of significant others in their narratives. New literacy studies serve as the theoretical foundation for the pedagogy, and is used in combination with Self-determination Theory as a theoretical framework for the data analysis. The analysis shows that relatedness is the most salient catalyst of motivation in the acquisition of literacies, and parents as well as other primary caregivers feature as the most important sponsors of relatedness. The article concludes with a reflection on the value of the research for curriculum review. en_US
dc.description.librarian hb2013 en_US
dc.description.librarian gv2013
dc.description.uri en_US
dc.identifier.citation Adelia Carstens (2014) Through the lens of B.Ed. students’ self-narratives: The motivational roles of significant others in literacy acquisition, Education as Change, 18:1, 73-90, DOI:10.1080/16823206.2013.847011 en_US
dc.identifier.issn 1682-3206 (print)
dc.identifier.issn 1947-9417 (online)
dc.identifier.other 10.1080/16823206.2013.847011
dc.language.iso en en_US
dc.publisher Routledge en_US
dc.rights © Taylor & Francis. This is an electronic version of an article published in Education as Change, vol.18, no.1, pp. 73-90, 2014. doi : 10.1080/16823206.2013.847011 Education as Change is available online at: en_US
dc.subject Academic literacies en_US
dc.subject Literacy self-narratives en_US
dc.subject New literacy studies en_US
dc.subject Significant others en_US
dc.subject Sponsor identities en_US
dc.subject Self-determination theory en_US
dc.subject.lcsh Literacy -- Cross-cultural studies en
dc.subject.lcsh Narration (Rhetoric) en
dc.subject.lcsh Other (Philosophy) en
dc.title Through the lens of B.Ed. students' self-narratives : the motivational roles of significant others in literacy acquisition en_US
dc.type Postprint Article en_US

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