{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/101146"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/101146","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"What are they learning?: Negotiations of language and identity within a third space after school program","abstract":"This dissertation argues that third space is a strong tool for understanding the dynamic between literacy learning and collaborations in an after school program. I make the case for an inclusion of socio-political discussions among sociocultural discussions of literacy in after school programs for an interdisciplinary approach to third space research. Drawing upon sociocultural theory and third space theory, this dissertation analyzes three different productions of hybrid activity that emerged from the study of two after school sites in a small semi-urban community: literacy as a form of collaboration at micro and macro levels; culture as a dynamic force on youth’s ascribed and avowed identity production; and style shifting as an element within third space. Data were collected during a sixteen week of staff and youth ages six to ten who participated in the after school program. The research followed the staff and youth across their after school activities, and the expansion of the program into two locations. Data collection focused on audio interviews with staff and youth, and also included observations, field notes, participant observation, drawings, and archival information of the institution. Findings showed that third spaces created within this after school program were linked to integrations of youth popular culture, code switching, and collaborations. These three aspects of third space allowed for further analysis of youth and staff language practices and examinations of curricula implemented during after school activities. This study adds to previous scholarship on third space and after school programs. It is unique in its contribution due to the political climate at the time of the study.","abstract_html":"This dissertation argues that third space is a strong tool for understanding the dynamic between literacy learning and collaborations in an after school program. I make the case for an inclusion of socio-political discussions among sociocultural discussions of literacy in after school programs for an interdisciplinary approach to third space research. Drawing upon sociocultural theory and third space theory, this dissertation analyzes three different productions of hybrid activity that emerged from the study of two after school sites in a small semi-urban community: literacy as a form of collaboration at micro and macro levels; culture as a dynamic force on youth’s ascribed and avowed identity production; and style shifting as an element within third space. Data were collected during a sixteen week of staff and youth ages six to ten who participated in the after school program. The research followed the staff and youth across their after school activities, and the expansion of the program into two locations. Data collection focused on audio interviews with staff and youth, and also included observations, field notes, participant observation, drawings, and archival information of the institution. Findings showed that third spaces created within this after school program were linked to integrations of youth popular culture, code switching, and collaborations. These three aspects of third space allowed for further analysis of youth and staff language practices and examinations of curricula implemented during after school activities. This study adds to previous scholarship on third space and after school programs. It is unique in its contribution due to the political climate at the time of the study.","abstract_has_math":false,"creators":["Harrison, Dorian L."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Smith, Patrick H.","Dyson, Anne H.","Fain, Jeanne","Smith, Stephanie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-04T20:34:00Z","date_published":"2018-09-04T20:34:00Z","updated_at":"2026-07-22T22:24:38Z","subjects":["literacy","third space","collaboration","identity","after school"],"languages":["en"],"rights":["Copyright 2018 Dorian Harrison"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/101146","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Smith, Patrick H.","Dyson, Anne H.","Fain, Jeanne","Smith, Stephanie"]},{"key":"dc:creator","label":"Author","values":["Harrison, Dorian L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-09-04T20:34:00Z","2020-09-05T09:15:23Z","2018-04-20","2018-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["literacy","third space","collaboration","identity","after school"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Dorian Harrison"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/101146"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This dissertation argues that third space is a strong tool for understanding the dynamic between literacy learning and collaborations in an after school program. I make the case for an inclusion of socio-political discussions among sociocultural discussions of literacy in after school programs for an interdisciplinary approach to third space research. Drawing upon sociocultural theory and third space theory, this dissertation analyzes three different productions of hybrid activity that emerged from the study of two after school sites in a small semi-urban community: literacy as a form of collaboration at micro and macro levels; culture as a dynamic force on youth’s ascribed and avowed identity production; and style shifting as an element within third space. Data were collected during a sixteen week of staff and youth ages six to ten who participated in the after school program. The research followed the staff and youth across their after school activities, and the expansion of the program into two locations. Data collection focused on audio interviews with staff and youth, and also included observations, field notes, participant observation, drawings, and archival information of the institution. Findings showed that third spaces created within this after school program were linked to integrations of youth popular culture, code switching, and collaborations. These three aspects of third space allowed for further analysis of youth and staff language practices and examinations of curricula implemented during after school activities. This study adds to previous scholarship on third space and after school programs. 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I make the case for an inclusion of socio-political discussions among sociocultural discussions of literacy in after school programs for an interdisciplinary approach to third space research. Drawing upon sociocultural theory and third space theory, this dissertation analyzes three different productions of hybrid activity that emerged from the study of two after school sites in a small semi-urban community: literacy as a form of collaboration at micro and macro levels; culture as a dynamic force on youth’s ascribed and avowed identity production; and style shifting as an element within third space. Data were collected during a sixteen week of staff and youth ages six to ten who participated in the after school program. The research followed the staff and youth across their after school activities, and the expansion of the program into two locations. Data collection focused on audio interviews with staff and youth, and also included observations, field notes, participant observation, drawings, and archival information of the institution. Findings showed that third spaces created within this after school program were linked to integrations of youth popular culture, code switching, and collaborations. These three aspects of third space allowed for further analysis of youth and staff language practices and examinations of curricula implemented during after school activities. This study adds to previous scholarship on third space and after school programs. It is unique in its contribution due to the political climate at the time of the study.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2020-05-01","The student, Dorian Harrison, accepted the attached license on 2018-04-10 at 17:39.","The student, Dorian Harrison, submitted this Dissertation for approval on 2018-04-10 at 17:46.","This Dissertation was approved for publication on 2018-04-20 at 08:41.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12178 on 2018-08-31 at 17:18:21","Made available in DSpace on 2018-09-04T20:34:00Z (GMT). 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