More literacy research is needed on what motivates urban high school students to write and engage in language arts learning. The three focus areas addressed in this research are (1) urban adolescent language arts literacy learning experiences, (2) youth perspectives about literacy and its link to student achievement, and (3) youth motivations to write. This qualitative methodology investigation is framed within a constructivist paradigm to capture the realities of writing motivation and literacy learning as perceived by eight urban schooled students. The research represents a collective case study that is based on student participants in a multimedia writing camp setting. The research question is: "What student perspectives about literacy learning and academic achievement further explain motivation and engagement and the call for high school literacy reform?" This study is informed by expectancy-value theory of motivation and a qualitative line of inquiry grounded in the sociocultural theory on literacy perspective. Qualitative data was gathered in the form of reflective narratives, interview transcripts, and behavior survey write-in comments.
展开▼
