Living books: Reading literature and the construction of reading identity in the lives of preservice teachers
AuthorGonzalez, Albert Sosa
AdvisorShort, Kathy G.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe focus of this study was the perceptions of preservice teachers regarding the major contributing factors in their construction of identity as readers. I wanted to explore their lives as readers and what factors, such as parental and family interactions, the telling of reading of stories, and the role of a children's literature course, influenced their reading. Qualitative methods of research and case study were used in the study. The research questions that guided the study were: (1) What are the preservice teachers' perceptions of themselves as readers? (2) How have their identities as readers evolved and what factors do preservice teachers identify as influencing them as readers? (3) What is the influence of the LRC 480 children's literature course on their identities as readers? (4) What are preservice teachers' understandings of the role of children's literature in literacy development at home and in school? The findings of the study demonstrated the positive influence of several factors in the lives of the preservice teachers, such as, the importance of family involvement in reading, early reading activities, the reading and telling of oral histories, traditions and family stories, and exposure to children's literature including multicultural literature, and the LRC 480 children's literature course. The preservice teachers grew as readers during the children's literature course. They discovered new insights into the reading process and have constructed positive attitudes toward reading. In addition, they have constructed beliefs about reading and the teaching of literature to children as a result of their literacy experiences during their lifetime and the children's literature course.
Degree ProgramGraduate College
Language, Reading & Culture