Journal article
Test-Takers’ Background, Literacy Activities, and Views of the Ontario Secondary School Literacy Test
Alberta Journal of Educational Research, Vol.57(2), pp.115-136
2011
Abstract
This study examined the relationships among students’ background information and their in-school and after-school literacy activities, as well as the relationships between students’ background and their views of the Ontario Secondary School Literacy Test (OSSLT). The results showed that students’ literacy activities could be grouped into three types: e-literacy, traditional literacy, and creative literacy. Furthermore, results showed that categorization of literacy activities depended on whether the activities were conducted in English or in another language. Gender predicted certain types of literacy activities. Compared with English-as-a-first-language (L1) students, English-as-a-second-language (L2) students’ background influenced more of their views of the test.
Details
- Title
- Test-Takers’ Background, Literacy Activities, and Views of the Ontario Secondary School Literacy Test
- Authors/Creators
- Ying Zheng - Queen's UniversityDon A. Klinger Professor - Murdoch University, Vice ChancelleryLiying Cheng - Queen's UniversityJanna Fox - Carleton UniversityChristine Doe - Mount Saint Vincent University
- Publication Details
- Alberta Journal of Educational Research, Vol.57(2), pp.115-136
- Publisher
- University of Alberta
- Identifiers
- 991005619768907891
- Copyright
- © 2011 The Governors of the University of Alberta
- Murdoch Affiliation
- Vice Chancellery
- Resource Type
- Journal article
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