Publication Date

12-2017

Date of Final Oral Examination (Defense)

9-27-2017

Type of Culminating Activity

Thesis

Degree Title

Master of Arts in Education, Literacy

Department

Literacy

Supervisory Committee Chair

Roger Stewart, Ph.D.

Supervisory Committee Member

Amber Warrington, Ph.D.

Supervisory Committee Member

Stanley Steiner, Ph.D.

Abstract

Despite a growing body of work involving culturally relevant pedagogy, methods for selecting culturally relevant literature, or involving students in the selection process, are poorly understood. The objective of this qualitative study of a seventh grade language arts classroom was to explore a process for students to assess and select culturally relevant literature. This study also probed how the implementation of culturally relevant literature impacted achievement, engagement, and interest. The resulting process utilized cultural relevancy rubrics and book previews, which led to a majority of students finding a culturally relevant novel. During the literature unit, student achievement rates were maintained, and positive shifts in engagement and interest were found. Results of this study emphasize the importance of text accessibility and text knowledge when guiding students in selecting novels for cultural relevancy.

DOI

https://doi.org/10.18122/B21422

Download

Share

COinS