Relationship with Literacy: a longitudinal perspective on the literacy practices and learning of young people without a diploma.

Notice bibliographique

Thériault, V. et Bélisle, R. (2020). Relationship with Literacy: a longitudinal perspective on the literacy practices and learning of young people without a diploma. European Journal for Research on the Education and Learning of Adults, 11(1), 13-28.

Résumé

This article explores the temporal dimension of the ‘rapport à l’écrit’ (relationship with literacy) in the lives of two young people—Anaïs (aged 19) and Zachary (aged 22)—without a secondary school diploma. The article draws on data taken from a mixed-methods longitudinal study looking at young people’s transitions in Québec (Canada). Process Analysis is used as an analytical framework. The results suggest that young people without a secondary school diploma do not necessarily have a difficult or negative relationship with literacy. By focusing on the relationship with literacy and its evolution over time, it is possible to put emphasis on young people’ positive investment in a number of literacy practices and not be limited to school practices alone. Our findings confirm the relevance of exploring the temporal dimension of the relationship with literacy for policy makers, researchers, and educators.

Hyperlien

http://www.rela.ep.liu.se/contents.asp?doi=10.3384/rela.2000-7426.2020111

Membres du CÉRTA impliqués

Virginie Thériault
Rachel Bélisle

Centre d’études et de recherches sur
les transitions et l’apprentissage
Université de Sherbrooke
Faculté d’éducation
2500, boul. de l’Université, local A1-238
Sherbrooke (Québec) CANADA J1K 2R1

Téléphone : (819) 821-8000 #62424
Télécopieur : (819) 821-7962