期刊名称：Journal of the Scholarship of Teaching and Learning
印刷版ISSN：1527-9316
出版年度：2013
卷号：14
期号：1
页码：109-125
DOI：10.14434/josotl.v14i1.3327
语种：English
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：The purpose of this mixed methods sequential explanatory study was to explain the relationship between literacy experiences over time and the literacy identities of the doctoral students in a teacher education and higher education program. The quantitative phase, surveying 36 participants, revealed a positive correlation between participant’s present and past literacy experiences, suggesting that past literacy experiences impacted their present perception of themselves as successful doctoral students. In the qualitative follow up multiple case study analysis, four major themes emerged from the interviews and participants’ visual representations: (1) past literacy experiences; (2) present literacy experiences; (3) support systems; and (4) social experiences. The findings suggest that early feelings of success in literacy contribute to strong literacy identities in higher education programs. Implications for the faculty of higher education will be discussed.
