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dc.creatorGuzmán Simón, Fernandoes
dc.creatorMoreno Morilla, Celiaes
dc.creatorGarcía Jiménez, Eduardoes
dc.date.accessioned2019-07-22T11:30:33Z
dc.date.available2019-07-22T11:30:33Z
dc.date.issued2018
dc.identifier.citationGuzmán Simón, F., Moreno Morilla, C. y García Jiménez, E. (2018). Analysis of different views and conceptualizations of the literacy practices of pupils, families, and teachers in Costa Rican Primary Education. Journal of Research in Childhood Education, 32 (3), 268-282.
dc.identifier.issn0256-8543es
dc.identifier.issn2150-2641es
dc.identifier.urihttps://hdl.handle.net/11441/88144
dc.description.abstractThis article is based on a socio-cultural discourse model of literacy, whereby literacy events are regarded as being situated within social practices, creating various formal, informal, and non-formal literacy events that are part of multiliteracies. The aim of the research was to analyze primary pupils’ literacy practices (8–12 years) from the perspectives of 1,354 primary pupils, 1,020 family members, and 96 teachers in Costa Rica, using an ex-post facto design and a survey method. The findings indicate that the three groups of participants (pupils, family members, and teachers) have different views on and conceptualizations of literacy practices in school and in the community. The results show that young learners develop their literacy practices according to their different communicative needs inside and outside school. A multimodal literacy is promoted outside school to meet students’ daily communicative needs. However, the school promotes a monomodal literacy, which allows pupils to respond essentially to school needses
dc.formatapplication/pdfes
dc.language.isoenges
dc.publisherRoutledgees
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectAprendizaje informales
dc.subjectAprendizaje formales
dc.subjectAlfabetizaciónes
dc.subjectEducación Primariaes
dc.subjectHábitos de lectura y escrituraes
dc.titleAnalysis of different views and conceptualizations of the literacy practices of pupils, families, and teachers in Costa Rican Primary Educationes
dc.typeinfo:eu-repo/semantics/articlees
dcterms.identifierhttps://ror.org/03yxnpp24
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.rights.accessRightsinfo:eu-repo/semantics/embargoedAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educaciónes
dc.date.embargoEndDate2019-12-01
dc.relation.publisherversionhttps://doi.org/10.1080/02568543.2018.1464527es
dc.identifier.doi10.1080/02568543.2018.1464527es
idus.format.extent16 p.es
dc.journaltitleJournal of Research in Childhood Educationes
dc.publication.volumen32es
dc.publication.issue3es
dc.publication.initialPage268es
dc.publication.endPage282es

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