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Personal identity development, practices, and access to resources in the activity of podcasting storybook writing

Resource type
Thesis type
(Dissertation) Ph.D.
Date created
2011-04-06
Authors/Contributors
Author: Wu, Shu-Hwa
Abstract
By using ethnography as a method, I utilized Lave and Wenger’s community of practice as a major lens and Vygotsky’s genetic law of cultural development as a complementary lens, to visualize the second-language learning (SLL) that occurred in the activity of podcasting storybook writing. I organized my analysis on three intertwining themes: personal identity development, practices, and access to resources. This activity consisted of two practices: the practice of picture-based storytelling and the practice of story-podcasting. The former practice structured an initiation-response-evaluation (IRE)/ initiation-response-follow up (IRF) setting, while the latter practice built a community-of-learners (CoL) setting. In this thesis, I show that the practices structured not only participation forms but also social relations. These structured social relations shaped personal identity development. The personal identity development affected access to learning resources. In addition, access to learning resources was also practice-dependent. I show what the learning resources were, and how the students created, accessed and made sense of them in the practice of picture-based storytelling.
Document
Identifier
etd6500
Copyright statement
Copyright is held by the author.
Permissions
The author granted permission for the file to be printed and for the text to be copied and pasted.
Scholarly level
Supervisor or Senior Supervisor
Thesis advisor: Toohey, Kelleen
Member of collection
Download file Size
etd6500_S-HWu.pdf 989.58 KB

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