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A Literacy Lesson from an Adult “Burgeoning” Reader
Author(s) -
Saal Leah Katherine,
Sulentic Dowell MargaretMary
Publication year - 2014
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.325
Subject(s) - literacy , negotiation , participant observation , adult literacy , pedagogy , psychology , lived experience , reading (process) , adult education , sociology , visual arts , art , social science , linguistics , psychoanalysis , philosophy
Young children who are learning to negotiate print experience emerging literacy. For adults who are beginning entrance into the navigation and negotiation of print literacy, the term “burgeoning” is selected as a more accurate portrayal of the nature of literacy extension into adulthood. This phenomenological case study investigates the lived experience of one adult reader as he transitioned into becoming print literate at middle age. Charles, the participant in this study, was able to teach about his experiences and give insights into the world of a novice adult reader to pre‐service secondary teachers enrolled in a disciplinary literacy course. An alternative data display of film seeks to mitigate disenfranchisement by allowing the participant to speak directly to his audiences. In examining the participant's lived experiences, a theoretical framework for the adult “burgeoning” reader was established.