Victoria University

Situated literacy : a study of family literacy in Aotearoa/New Zealand

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dc.contributor.advisor McDonald, G.
dc.contributor.advisor Dickie, J. Smith, Juliet Suzanne 2017-07-26T22:21:21Z 2017-07-26T22:21:21Z 2004 2004
dc.description.abstract This study investigated the family as a site for literacy. The theoretical approach is that all literacy is situated in a social context. Eleven parents were interviewed about literacy use and practices both in their present families. The parents were from India, Sri Lanka, Britain and Aotearoa/ New Zealand. The study explored generational differences as well as aspects of diversity among the families. While there were similarities in the uses of literacy across the generations, diversity was evident in the differences in purpose between the Pakeha families and the others. For the Paheka the purpose of reading was for pleasure while the other parents stressed the importance of reading for moral messages and guides to behaviour. Parents spoke more often about reading than about writing, they recalled favourite books, especially those by Enid Blyton, and reported stories they told their own children. It is suggested that teachers might explore their own literacy experiences to better understand the issues of both literacy and diversity. en_NZ
dc.language.iso en_NZ
dc.publisher Victoria University of Wellington en_NZ
dc.subject Literacy en_NZ
dc.subject New Zealand en_NZ
dc.title Situated literacy : a study of family literacy in Aotearoa/New Zealand en_NZ
dc.type Text en_NZ
vuwschema.contributor.unit School of Education en_NZ
vuwschema.type.vuw Awarded Research Masters Thesis en_NZ Education en_NZ Victoria University of Wellington en_NZ Master's en_NZ Master of Education en_NZ

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