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

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2020-02-12 DOI:10.3384/rela.2000-7426.rela9145

Virginie Thériault, Rachel Bélisle

引用次数: 5

Abstract

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 mixedmethods 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.

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与识字的关系:无文凭青年的识字实践和学习的纵向视角

这篇文章探讨了两个没有中学文凭的年轻人——Anaïs（19岁）和Zachary（22岁）——生活中“融洽关系”（与识字的关系）的时间维度。这篇文章引用了一项混合方法纵向研究的数据，该研究着眼于魁北克（加拿大）年轻人的转变。过程分析被用作分析框架。研究结果表明，没有中学文凭的年轻人不一定与识字率有困难或消极的关系。通过关注与识字的关系及其随时间的演变，可以强调年轻人对一些识字实践的积极投资，而不仅仅局限于学校实践。我们的研究结果证实了探索与识字关系的时间维度对政策制定者、研究人员和教育工作者的相关性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).