Examining the literacy histories of doctoral students in an educational studies program through surveys and interviews: A mixed methods study

Abstract

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.

Shaping our literate lives: Examining the role of literacy experiences in shaping positive literacy identities of doctoral students

“…It does not come as a surprise that doctoral students have positive literacy identities and literacy histories, however, survey data revealed that some doctoral students did not have positive literacy identities and histories (Adams-Budde, Howard, Jolliff, & Myers, 2014). For this reason, we chose to highlight two participants that held these qualities in order to examine how their previous experiences shaped their current positive literacy identities with the hopes of promoting positive self-perceptions and providing these experiences for all students.…”

“…An individual's sense of self, or identity, can be understood through stories (McAdams, 1993;McKinney & Giorgis, 2009) and visual representations (Adams-Budde, Howard, Jolliff, & Myers, 2014;Bustle, 2004;Georgakopoulou, 2007). Moreover, individuals are engaged in the process of identity construction through the telling of these stories and the creation of visual representations.…”

“…Few studies have focused specifically on identity development of doctoral students (e.g., Adams-Budde, Howard, Jolliff, & Myers, 2014;Hall & Burns, 2009;Johnson, 2012;Kriner, Coffman, Adkisson, Putman, & Monaghan, 2015;Noonan, 2015). Both Noonan (2015) and Johnson (2012) report on the findings of self-studies where the researchers examine their own identity development as researcher and scholars while participating in an educational doctoral program.…”

Sharing Stories: Reflections of Professors’ Literacy Identities and Beliefs

“…Research shows that identity stories can take many forms such as interviews (Drake et. al, 2001) artistic representations (Adams-Budde, Howard, Jolliff, & Myers, 2014;Howard et. al, 2017;Bustle, 2004;Hayik, 2012;Ives & Juzwik, 2015) and narratives (Williams, 2003).…”

“…al, 2017;Bustle, 2004;Hayik, 2012;Ives & Juzwik, 2015) and narratives (Williams, 2003). Adams-Budde, Howard, Jolliff, & Myers, 2014 asked participants to create visual representations of their literacy identities and then to discuss these representations with researchers as a means of sharing their literacy stories. The visual representations from the presentations showcased that participants valued reading and writing a range of texts including religious texts, Internet sources, academic texts, etc.…”