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dc.contributor.authorJaeger, Elizabeth L.
dc.date.accessioned2017-03-03T21:25:17Z
dc.date.available2017-03-03T21:25:17Z
dc.date.issued2016
dc.identifier.citationNegotiating Complexity: A Bioecological Systems Perspective on Literacy Development 2016, 59 (4):163 Human Developmenten
dc.identifier.issn0018-716X
dc.identifier.issn1423-0054
dc.identifier.doi10.1159/000448743
dc.identifier.urihttp://hdl.handle.net/10150/622770
dc.description.abstractBackground/Aims: Urie Bronfenbrenner's bioecological systems model is well regarded in the field of child development. Although this model is not commonly used by literacy researchers, I argue that Bronfenbrenner's emphasis on the roles of personal characteristics, proximal processes, contextual systems, and historical time has explanatory power in the area of literacy. Methods: I review this body of literature and describe a visual representation that clarifies the relevant aspects of the theory. Results: Adoption of Bronfenbrenner's model increases the likelihood that literacy development will be understood as occurring at the site of transaction between cognitive processes and social practices. Literacy researchers who have applied this theory differ in the degree to which they have attended to Bronfenbrenner's guidance relative to adequate research practice and, as such, findings from this research range from less to more theoretically sound and useful. Conclusion: As contemporary literacy researchers consider employing Bronfenbrenner's theory to frame their work, it is necessary for them to account for all aspects of his rich and complex model.
dc.language.isoenen
dc.publisherKargeren
dc.relation.urlhttps://www.karger.com/?doi=10.1159/000448743en
dc.rightsCopyright © 2017, Karger Publishers.en
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectBioecological systems theoryen
dc.subjectDevelopmenten
dc.subjectLiteracyen
dc.titleNegotiating Complexity: A Bioecological Systems Perspective on Literacy Developmenten
dc.typeArticleen
dc.contributor.departmentCollege of Education, University of Arizonaen
dc.identifier.journalHuman Developmenten
dc.description.note12 month embargo; published January 4, 2017.en
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en
dc.eprint.versionFinal accepted manuscripten
refterms.dateFOA2018-01-05T00:00:00Z
html.description.abstractBackground/Aims: Urie Bronfenbrenner's bioecological systems model is well regarded in the field of child development. Although this model is not commonly used by literacy researchers, I argue that Bronfenbrenner's emphasis on the roles of personal characteristics, proximal processes, contextual systems, and historical time has explanatory power in the area of literacy. Methods: I review this body of literature and describe a visual representation that clarifies the relevant aspects of the theory. Results: Adoption of Bronfenbrenner's model increases the likelihood that literacy development will be understood as occurring at the site of transaction between cognitive processes and social practices. Literacy researchers who have applied this theory differ in the degree to which they have attended to Bronfenbrenner's guidance relative to adequate research practice and, as such, findings from this research range from less to more theoretically sound and useful. Conclusion: As contemporary literacy researchers consider employing Bronfenbrenner's theory to frame their work, it is necessary for them to account for all aspects of his rich and complex model.


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