21st century literacy instruction: African American males' experiences in an English/language arts classroom

This dissertation explores how literacy instruction is organized for, taught, and experienced by five adolescent, African American, male students in an eighth grade English/Language Arts classroom. With this dissertation, I acquired an understanding of what impacts how and why teachers deliver literacy instruction. I adopt a sociocultural perspective of literacy development by focusing on the literacy practices that occurred during literacy events. From a sociocultural perspective, students can be seen as active and capable literacy learners as they experience and engage with a wide range of literacy practices in everyday contexts.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Blackmon, Nikisha

Contributors dc:contributor

• Harris, Violet J.
• Dyson, Anne H.
• Hunter, Richard C.
• DeNicolo, Christina P.

• reading
• literacy
• teacher beliefs
• African American Males

Statement dc:rights

• Copyright 2014 Nikisha Blackmon

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/49417

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/49417