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• W1570606604 abstract "This paper explores limits and possibilities for students’ book bags as data sources in educational research. A discussion of the feasibility of book bags as data sources is followed by a brief description of an ethnographic research project focused on literacy and schooling in families of General Education Diploma (GED) students. The larger study explored literacy practices that were present in homes where both children and parents were engaged in literacy learning. Specifically, I explore two related research questions: 1. What items do children and adults carry in their book bags? 2. How well do the contents of book bags represent children’s and adults’ home and school experiences? Examination of both children’s and adults’ book bags revealed insights into the types of literacy activities children and adults were engaged in at school. The role book bags played in crossing borders between home and school and how well the contents of book bags reflected children’s home and school lives were explored. The paper concludes by considering insights gleaned from examining book bags and makes recommendations for the future use of book bags as data sources. Literacy Teaching and Learning Volume 13, Numbers 1 & 2 • 2009 58 © 2009 Reading Recovery Council of North America It was David’s idea. A couple years ago I interviewed David, one of my former students, during the summer holidays. I asked David about school when he suddenly got up from the couch, ran up the stairs, and promptly returned with his book bag. Anyone who has had direct contact with a fair number of fourth graders will realize that book bags can hold a great deal of stuff. David’s backpack was no exception. I spent the next 20 minutes on a guided tour of its contents. It immediately occurred to me that David was clearly onto something. Most students carry book bags back and forth to school. I suggest that educational researchers have been generally lax in their attention to this rich data source; in fact, I suspect that millions of informative and fascinating book bags remain unexamined each year. A recent search of educational databases revealed no research reports involving book bags as a sources of data. Herbert and Irene Rubin (1995) would maintain that David had invited me on a “grand tour” in which participants guide researchers through a series of locations related to a phenomenon being studied. At each stop on the tour, the researcher asks “What happens here?” (Rubin & Rubin, 1995, p. 179). In my case, I was interested in David’s school experiences, particularly his literacy experiences. David provided me with a grand tour as he spoke about the various items in his book bag. David may not have realized the contribution that he made to my life as a researcher, but I knew that after my tour of his book bag, my work as a researcher had been informed. This paper explores limits and possibilities presented by book bags as data sources for qualitative research. A discussion of research possibilities is followed by a brief description of an extensive research project that focused on literacy and schooling in families of General Education Diploma (GED) students and included a preliminary foray into the book bags of both parents and children. In this paper, I consider issues related to book bags as a possible data source. Specifically, I explore two related research questions: 1. What items do children and adults carry in their book bags? 2. How well do the contents of book bags represent children’s and adults’ home and school experiences? The paper concludes by considering insights gleaned from examining the contents of students’ book bags and makes recommendations for further uses of book bags as data sources in research studies. BOOK BAGS AS A DATA SOURCE While I do not suggest that data from book bags alone will lead to rich understandings of schooling and instruction, I maintain that book bags reveal information that when triangulated with other sources of information can provide" @default.
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• W1570606604 date "2009-01-01" @default.
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• W1570606604 title "Unpacking Artifacts of Instruction." @default.
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