A PORTRAIT OF LITERACY: MEANING-MAKING IN THE LIFE OF A RURAL INDIANA PRESCHOOLER AND HER FAMILY

Abstract

Qualitative methodology was utilized to create literary portraits of meaning making through oral and printed texts in the life of a young learner who resides in the rural farmlands of East Central Indiana. As a qualitative researcher, I used interviews and field observations “to uncover the complexities of ‘voice’ that provide answers and sometimes questions for research” (Chapman, 2005, p. 27). The purpose of this study was to understand how to empower families by supporting them in a deeper understanding and definition of literacy, to identify these practices in their own daily lives, and to communicate this with the professional educators with whom they interact. Insight was gained to help educators more clearly understand family literacy practices, use this knowledge in supporting children’s transition to school, and better connect family literacy with the classroom environment and instructional practices.