{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/89146"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/89146","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Generations: a tapestry of literacy traditions in an African-American family","abstract":"Definitions of literacy conform to a model that views literacy as a set of skills reflected by a child’s scores on large-scale tests, which are favored in public schools (Street, 1995). Children from culturally diverse backgrounds are expected to engage in literacy practices that may be different from those they participate in at home. Unfamiliarity with these practices can lead to such labels as “at risk” or “low achieving” or other untenable beliefs about student achievement due to a lack of cultural competence in schools. Therefore, this research problematized dominant constructions of literacy and erroneous perceptions of literacy practices within African-American families. This study illustrated the variety of literacy experiences and practices used by one African-American family, consisting most immediately of three active generations of family participants. The study considered how the family negotiated and enacted literacy by analyzing the narratives shared about literacy experiences and examining home literacy practices in this African-American family over a period of six months. The study revealed the value these experiences and practices had on the establishment of family literacy traditions. Additionally, it elucidated significant intergenerational connections as well as historical, educational and social themes that figured into family traditions of literacy.","abstract_html":"Definitions of literacy conform to a model that views literacy as a set of skills reflected by a child’s scores on large-scale tests, which are favored in public schools (Street, 1995). Children from culturally diverse backgrounds are expected to engage in literacy practices that may be different from those they participate in at home. Unfamiliarity with these practices can lead to such labels as “at risk” or “low achieving” or other untenable beliefs about student achievement due to a lack of cultural competence in schools. Therefore, this research problematized dominant constructions of literacy and erroneous perceptions of literacy practices within African-American families. This study illustrated the variety of literacy experiences and practices used by one African-American family, consisting most immediately of three active generations of family participants. The study considered how the family negotiated and enacted literacy by analyzing the narratives shared about literacy experiences and examining home literacy practices in this African-American family over a period of six months. The study revealed the value these experiences and practices had on the establishment of family literacy traditions. Additionally, it elucidated significant intergenerational connections as well as historical, educational and social themes that figured into family traditions of literacy.","abstract_has_math":false,"creators":["Byrd, Kelly M"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Dyson, Anne H","Harris, Violet J","Johnson, Cynthia J","Miller, Peggy J"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-03-02T20:24:12Z","date_published":"2016-03-02T20:24:12Z","updated_at":"2026-07-22T22:26:32Z","subjects":["Literacy African-American Traditions Family Literacy Intergenerational Literacy"],"languages":["en"],"rights":["Copyright 2015 Kelly Byrd"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/89146","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dyson, Anne H","Harris, Violet J","Johnson, Cynthia J","Miller, Peggy J"]},{"key":"dc:creator","label":"Author","values":["Byrd, Kelly M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-03-02T20:24:12Z","2018-03-03T10:15:34Z","2015-12-03","2015-12"]},{"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":["Ed.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 African-American Traditions Family Literacy Intergenerational Literacy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Kelly Byrd"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/89146"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Definitions of literacy conform to a model that views literacy as a set of skills reflected by a child’s scores on large-scale tests, which are favored in public schools (Street, 1995). Children from culturally diverse backgrounds are expected to engage in literacy practices that may be different from those they participate in at home. Unfamiliarity with these practices can lead to such labels as “at risk” or “low achieving” or other untenable beliefs about student achievement due to a lack of cultural competence in schools. Therefore, this research problematized dominant constructions of literacy and erroneous perceptions of literacy practices within African-American families. This study illustrated the variety of literacy experiences and practices used by one African-American family, consisting most immediately of three active generations of family participants. The study considered how the family negotiated and enacted literacy by analyzing the narratives shared about literacy experiences and examining home literacy practices in this African-American family over a period of six months. The study revealed the value these experiences and practices had on the establishment of family literacy traditions. Additionally, it elucidated significant intergenerational connections as well as historical, educational and social themes that figured into family traditions of literacy.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2017-12-01","The student, Kelly Byrd, accepted the attached license on 2015-12-03 at 11:48.","The student, Kelly Byrd, submitted this Dissertation for approval on 2015-12-03 at 12:13.","This Dissertation was approved for publication on 2015-12-03 at 14:37.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8919 on 2016-03-02 at 14:07:46","Made available in DSpace on 2016-03-02T20:24:12Z (GMT). No. of bitstreams: 2 BYRD-DISSERTATION-2015.pdf: 6965622 bytes, checksum: 673cc0579449c23cef93b635de2cc76e (MD5) LICENSE.txt: 4207 bytes, checksum: 5b108541d3b581927344da2080752c6a (MD5) Previous issue date: 2015-12-03","Embargo set by: Seth Robbins for item 91348 Lift date: 2018-03-02T20:24:31Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 91348 on 2018-03-03T10:15:34Z."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Generations: a tapestry of literacy traditions in an African-American family"]}]}],"canonical_facts":{"dc:contributor":["Dyson, Anne H","Harris, Violet J","Johnson, Cynthia J","Miller, Peggy J"],"dc:creator":["Byrd, Kelly M"],"dc:date":["2016-03-02T20:24:12Z","2018-03-03T10:15:34Z","2015-12-03","2015-12"],"dc:description":["Definitions of literacy conform to a model that views literacy as a set of skills reflected by a child’s scores on large-scale tests, which are favored in public schools (Street, 1995). Children from culturally diverse backgrounds are expected to engage in literacy practices that may be different from those they participate in at home. Unfamiliarity with these practices can lead to such labels as “at risk” or “low achieving” or other untenable beliefs about student achievement due to a lack of cultural competence in schools. Therefore, this research problematized dominant constructions of literacy and erroneous perceptions of literacy practices within African-American families. This study illustrated the variety of literacy experiences and practices used by one African-American family, consisting most immediately of three active generations of family participants. The study considered how the family negotiated and enacted literacy by analyzing the narratives shared about literacy experiences and examining home literacy practices in this African-American family over a period of six months. The study revealed the value these experiences and practices had on the establishment of family literacy traditions. Additionally, it elucidated significant intergenerational connections as well as historical, educational and social themes that figured into family traditions of literacy.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2017-12-01","The student, Kelly Byrd, accepted the attached license on 2015-12-03 at 11:48.","The student, Kelly Byrd, submitted this Dissertation for approval on 2015-12-03 at 12:13.","This Dissertation was approved for publication on 2015-12-03 at 14:37.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8919 on 2016-03-02 at 14:07:46","Made available in DSpace on 2016-03-02T20:24:12Z (GMT). No. of bitstreams: 2 BYRD-DISSERTATION-2015.pdf: 6965622 bytes, checksum: 673cc0579449c23cef93b635de2cc76e (MD5) LICENSE.txt: 4207 bytes, checksum: 5b108541d3b581927344da2080752c6a (MD5) Previous issue date: 2015-12-03","Embargo set by: Seth Robbins for item 91348 Lift date: 2018-03-02T20:24:31Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 91348 on 2018-03-03T10:15:34Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/89146"],"dc:language":["en"],"dc:rights":["Copyright 2015 Kelly Byrd"],"dc:subject":["Literacy African-American Traditions Family Literacy Intergenerational Literacy"],"dc:title":["Generations: a tapestry of literacy traditions in an African-American family"],"dc:type":["text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:32Z"}