Publication Date
12-2013
Date of Final Oral Examination (Defense)
10-16-2013
Type of Culminating Activity
Dissertation
Degree Title
Doctor of Education in Curriculum and Instruction
Department
Curriculum, Instruction, and Foundational Studies
Major Advisor
Anne E. Gregory
Advisor
Jennifer L. Snow
Advisor
Richard D. Osguthorpe
Abstract
This study is a multi-grounded theory (Goldkuhl & Cronholm, 2010) approach to identify potential relationships between print culture, uses of social literacy, and education found in historical Mormonism (1830-1844) and the contemporary church, which has a reported parity between education and religiosity (Cooperman, 2012). Through the theoretical model of multi-grounded theory, scholars of Mormon history were identified and interviewed to help establish what relationship may have existed and if there is relevance between the past and present church in the context of print, literacy, religiosity and education. Two literacy theories, Venezky’s (1996) theory of literacy expansion and Barton and Hamilton’s (2000) social literacy theory provided a theoretical lens through which to analyze and interpret data. Through these methodological approaches, a theory emerged grounded in the data that attempts to encapsulate these findings called textual mediation theory.
Recommended Citation
Gwilliam, Ezra G., "Education, Print Culture, Social Literacy, and Religiosity: A Multi-Grounded Theory of Textual Mediation Found in Early and Contemporary Mormonism" (2013). Boise State University Theses and Dissertations. 750.
https://scholarworks.boisestate.edu/td/750
Included in
Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons