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The academic literacies experiences of generation 1.5 learners: how three generation 1.5 learners negotiated various academic literacies contexts in their first year of university study

Crosby, Cathryn Read
http://rave.ohiolink.edu/etdc/view?acc_num=osu1186153515

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Teaching and Learning.
Based on their U.S. K-12 schooling experiences, most Generation 1.5 students enter college with some foundation in academic literacies. However, many Generation 1.5ers have difficulties with the more complex and more language-intensive reading and writing tasks they encounter in college. This case study presents findings of the academic literacies experiences of three Generation 1.5 students during their first year of university study. With the use of the Academic Literacies Model (Lea & Street, 2000) as the theoretical frame, the study focuses on the academic literacies difficulties these students experienced as well as the strategic practices they utilized to overcome these difficulties and complete the academic literacies tasks. Data for the study was collected using semi-structured participant interviews, transcription, member checks, literacies logs, course artifacts, and literacies samples. Analysis of the data collected was done with the use of a systematic coding scheme to identify emergent themes and patterns and determine frequency counts in the data. The results of this study highlight four important characteristics of the academic literacies experiences of first year Generation 1.5 learners. First, the situatedness of academic literacies is the cause of some difficulties Generation 1.5 learners have with them, rather than their Generation 1.5 learner status. Second, the Generation 1.5 learners in this study possessed notions of academic literacies which revealed a less linear approach to and interpretation of the academic socialization process than their instructors. Third, the differences among the participants’ levels of academic literacy proficiency, as indicated by their difficulties with and strategic practices of academic literacies, point to the diversity within this group of learners. Finally, the U.S. K-12 schooling experience that the Generation 1.5 learners in this study had served as an advantage to them in different ways as they negotiated new academic literacies contexts in their first year of university study.
Alan Hirvela (Advisor)
305 p.
Education, Higher
Generation 1.5; Academic Literacies; Second Language Writing; Second Language Reading; Situated Literacies

Recommended Citations

Citations

  • Crosby, C. R. (2007). The academic literacies experiences of generation 1.5 learners: how three generation 1.5 learners negotiated various academic literacies contexts in their first year of university study [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186153515

    APA Style (7th edition)

  • Crosby, Cathryn. The academic literacies experiences of generation 1.5 learners: how three generation 1.5 learners negotiated various academic literacies contexts in their first year of university study. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1186153515.

    MLA Style (8th edition)

  • Crosby, Cathryn. "The academic literacies experiences of generation 1.5 learners: how three generation 1.5 learners negotiated various academic literacies contexts in their first year of university study." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186153515

    Chicago Manual of Style (17th edition)

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This open access ETD is published by The Ohio State University and OhioLINK.