Relationship with Literacy: a longitudinal perspective on the literacy practices and learning of young people without a diploma

Rachel Bélisle; Virginie Thériault

doi:10.3384/rela.2000-7426.rela9145

Relationship with Literacy: a longitudinal perspective on the literacy practices and learning of young people without a diploma

Authors

Rachel Bélisle Université de Sherbrooke, Canada
Virginie Thériault Université du Québec à Montréal, Canada

DOI:

https://doi.org/10.3384/rela.2000-7426.rela9145

Keywords:

Literacy learning, literacy practices, mixed-methods longitudinal study, relationship with literacy, young people

Abstract

This article explores the temporal dimension of the ‘rapport à l’écrit’ (relationship with literacy) in the lives of two young people-Anaïs (aged 19) and Zachary (aged 22)-without a secondary school diploma. The article draws on data taken from a mixedmethods longitudinal study looking at young people’s transitions in Québec (Canada). Process Analysis is used as an analytical framework. The results suggest that young people without a secondary school diploma do not necessarily have a difficult or negative relationship with literacy. By focusing on the relationship with literacy and its evolution over time, it is possible to put emphasis on young people’ positive investment in a number of literacy practices and not be limited to school practices alone. Our findings confirm the relevance of exploring the temporal dimension of the relationship with literacy for policy makers, researchers, and educators.

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Published

2020-02-12

How to Cite

Bélisle, R., & Thériault, V. (2020). Relationship with Literacy: a longitudinal perspective on the literacy practices and learning of young people without a diploma. European Journal for Research on the Education and Learning of Adults, 11(1), 13–28. https://doi.org/10.3384/rela.2000-7426.rela9145

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Issue

Vol. 11 No. 1 (2020): Critical information literacy: Adult learning and community perspectives

Section

Thematic Paper

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