Startseite Linguistik & Semiotik Chapter 2. Rethinking qualitative meta-syntheses in literacy studies
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Chapter 2. Rethinking qualitative meta-syntheses in literacy studies

Critical questions
  • Maneka Deanna Brooks
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Innovative Qualitative Methodologies in Multilingual Literacy Development Research
Ein Kapitel aus dem Buch Innovative Qualitative Methodologies in Multilingual Literacy Development Research

Abstract

This chapter presents a critical examination of qualitative meta-synthesis in literacy research, emphasizing its role in amplifying student voices and uncovering overlooked aspects of educational practices. Drawing from a previously published meta-synthesis on adolescent experiences in reading intervention courses (RICs), the chapter reveals challenges in applying findings to linguistically diverse students due to inconsistencies in data representations of multilingualism. The chapter underscores the potential of attentive data analysis and proposes two critical question sets to vet studies to ensure nuanced representations of linguistic diversity. By advocating for thorough analyses in original research and refining meta-synthesis methodology, the chapter underscores the significance of addressing multilingual students’ experiences in literacy education.

Abstract

This chapter presents a critical examination of qualitative meta-synthesis in literacy research, emphasizing its role in amplifying student voices and uncovering overlooked aspects of educational practices. Drawing from a previously published meta-synthesis on adolescent experiences in reading intervention courses (RICs), the chapter reveals challenges in applying findings to linguistically diverse students due to inconsistencies in data representations of multilingualism. The chapter underscores the potential of attentive data analysis and proposes two critical question sets to vet studies to ensure nuanced representations of linguistic diversity. By advocating for thorough analyses in original research and refining meta-synthesis methodology, the chapter underscores the significance of addressing multilingual students’ experiences in literacy education.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
  5. Part 1. Challenges and affordances of qualitative methodological approaches
  6. Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
  7. Chapter 3. An ethnetnography of (non)belonging 45
  8. Chapter 4. Communicating selves 67
  9. Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
  10. Part 2. Challenges and affordances of qualitative methodological approaches
  11. Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the  suda  ( 수다 ) approach 102
  12. Chapter 7. Bridging language and STEM 125
  13. Chapter 8. Families’ literacies of (in)visibilty 149
  14. Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
  15. Part 3. Interrogating research practices
  16. Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
  17. Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
  18. Chapter 12. Critical collaborative autoethnography 232
  19. Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
  20. Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
  21. Index 265
https://doi.org/10.1075/rmal.11.02bro

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
  5. Part 1. Challenges and affordances of qualitative methodological approaches
  6. Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
  7. Chapter 3. An ethnetnography of (non)belonging 45
  8. Chapter 4. Communicating selves 67
  9. Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
  10. Part 2. Challenges and affordances of qualitative methodological approaches
  11. Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the  suda  ( 수다 ) approach 102
  12. Chapter 7. Bridging language and STEM 125
  13. Chapter 8. Families’ literacies of (in)visibilty 149
  14. Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
  15. Part 3. Interrogating research practices
  16. Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
  17. Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
  18. Chapter 12. Critical collaborative autoethnography 232
  19. Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
  20. Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
  21. Index 265
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Heruntergeladen am 23.1.2026 von https://www.degruyterbrill.com/document/doi/10.1075/rmal.11.02bro/html
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