Most first-year college students face some form of literacy obstacle as they make the transition into the culture of postsecondary education. This transition can be especially complicated for students who are placed into developmental literacy courses because successful negotiation of these courses is the only way for them to gain access to the various written discourses of academia and therefore become successful college readers and writers. With the growing prevalence of postsecondary developmental coursework, there is an ever-increasing urgency to investigate, reflect on, and discuss student learning in such courses and whether and how it affects their transitions to college-level reading and writing. This paper will report on a dissertation-level study that investigated first-year college students’ conceptualizations of academic literacy by employing metaphor analysis. As a research methodology, metaphor analysis allows researchers to examine students’ elicited and spontaneously generated metaphors as a way of uncovering their conceptualizations, including attitudes, understandings, beliefs, and personal theories.
|Keywords:||Metaphor Analysis, Learner Conceptualizations, Literacy Research, Developmental Education, Postsecondary Education|
Assistant Professor of Postsecondary Literacy and Director of the College Learning Enhancement Program, Department of Literacy Education, Northern Illinois University, DeKalb, IL, USA
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