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dc.contributor.authorMcConnel, Jenniferen
dc.date.accessioned2020-06-25T23:01:34Z
dc.date.available2020-06-25T23:01:34Z
dc.identifier.urihttp://hdl.handle.net/1974/27921
dc.description.abstractThe perspectives of college students and teachers regarding academic literacy are largely absent from literature on literacy in higher education, particularly in Canada. This study addresses this gap by centering the perspectives of first-year college students and teachers from one college in southern Ontario. For the purposes of this research, I define academic literacy as the nuanced blend of critical attention, creative processes, and cognitive skills that are necessary to communicate successfully in school, across disciplines and levels of study. My research has been guided by the following questions: How do college students and teachers perceive academic literacy during the first year of college? What do the metaphors college teachers create about academic literacy reveal about their perceptions? What do the metaphors college students create about academic literacy reveal about their perceptions? And, how do these perceptions of academic literacy change over time, specifically in the context of the first-year experience? To answer these questions, I designed an artful, multi-phase metaphoric study consisting of three phases that was guided by a hermeneutic analysis approach. During Phase 1, I visited participating first-year college courses and delivered a creative writing workshop that guided participants through the process of creating their own metaphors for academic literacy. In Phase 2, I met one-on-one with participants for a think aloud task and a semi-structured interview. Finally, during Phase 3, I met with participants for member checking and a final conversational interview. This study theorizes four preliminary threshold concepts of academic literacy in the first-year college classroom in order to inform both research and praxis in this transitional space. These threshold concepts, combined with the academic literacy lenses Lea and Street proposed that I explore in Chapter 3, form the conceptual framework of this study. Based on this work, teachers, students, and researchers can approach transitional academic literacy as transdisciplinary, as tied to privilege and identity, as a tool for transformation, and as something deeply connected with a range of emotional responses. Further, this work contributes a new approach to academic literacy research through a multi-phase metaphoric study design.en
dc.language.isoengen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectAcademic Literacyen
dc.subjectCollege Writingen
dc.subjectCollegesen
dc.subjectMetaphoren
dc.titleVulnerable, Valuable, and Vital: Exploring Perceptions of Academic Literacy in the First-Year College Classroomen
dc.typethesisen
dc.description.degreePhDen
dc.contributor.supervisorBeach, Pamela
dc.contributor.departmentEducationen
dc.embargo.termsI would like to restrict my thesis for the five-year window in order to pursue publication of a book based on this work. I have my supervisor's permission to restrict this work.en
dc.embargo.liftdate2025-06-25T22:02:49Z
dc.degree.grantorQueen's University at Kingstonen


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