| 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 |