Rethinking literacy from a mixed-methods approach: Through the lens of pupils, families, and teachers in Spanish primary education

作者

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https://doi.org/10.7203/relieve.26.2.16915

关键词:

Mixed methods, primary education, socioeconomic status, literacy practices, space

摘要

A mixed-methods approach represents an alternative that allows addressing a complex phenomenon such as literacy. This paper analyses the integration of quantitative and qualitative approaches to make causal inferences between literacy as a social practice and the different interaction spaces. This study was conducted following a sequential mixed methods design. The sample comprised 1,540 children, 1,438 families, and 74 teachers. The data collection methods combined self-report questionnaires and ethnographic procedures. The data were analysed using Correlational Analysis, Structural Equation Model for Multiple-Group, and Comparative Qualitative Analysis. The integration applied in this study allowed us to identify and interpret the causal inferences that exist between the literacy practices of students, families, and teachers that take place within and outside the school. This study highlights the need to consider in depth the processes of integration and diffraction of quantitative and qualitative data in literacy research.

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Celia Moreno-Morilla is an assistant professor in the Department of Pedagogy of the University of Huelva. Her career as a teacher and researcher is located in the Department of Research and Diagnostic Methods in Education at the University of Seville, where she completed her doctoral studies in 2019. Her interest in the study of literacy led her to internationally renowned centers, like the "Center for the Study of Literacy" or the "Lancaster Literacy Research Center". She is currently participating in the research project “Improvement of Multimodal Literacy in Children (3-8 Years): Development of an Integrative Model in Areas with Social Transformation Needs” (PID2019-104557GB-I00). This researcher is the author of several articles about literacy published in high-impact international journals.

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Fernando Guzmán-Simón is an associate professor in Spanish Language and Literature Teaching at the University of Seville (Spain). He has published several research articles on the assessment of academic writing in Spanish. At present, his research is framed in a broader research project about the development of Literacy in Early Childhood and Primary School. This project aims to describe the literacy event of students and their families, and how they create new spaces of social interaction. It seeks to identify and analyze the conflicts generated in the process of school literacy among the different communities and to elaborate an explanatory model of the low development of literacy in low-income families.

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Eduardo García Jiménez is full profesor in the Department of Research Methods at University of Seville. He is interested in reviewing new research approaches and techniques for collecting and analyzing qualitative and quantitative data, and incorporating them into the study of literacy, has participated in projects on the linguistic communication compentece from the New Literacy Studies perspective, and explored causal inferences in qualitative and quantitative research methods .

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已出版

2020-12-08

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卷 26 编号 2 (2020): MONOGRÁFICO. Edición científica: 25 años de Relieve

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