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

Supervisory Committee Chair

Anne E. Gregory

Supervisory Committee Member

Jennifer L. Snow

Supervisory Committee Member

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.

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