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dc.contributor.authorGraham, Karen Kleppe
dc.date.accessioned2014-03-04T20:02:38Z
dc.date.available2014-03-04T20:02:38Z
dc.date.issued2011-08
dc.identifier.othergraham_karen_k_201108_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/graham_karen_k_201108_ma
dc.identifier.urihttp://hdl.handle.net/10724/27464
dc.description.abstractThere is disagreement in the literature on the influence of texting and text language on adolescents’ literacies. Some research has indicated that familiarity with text language will negatively influence social and academic writing both in process and in product. Other research has indicated that there is no influence on accomplished writers and that texting could potentially positively influence children in learning to spell because they are using three components of literacy, as defined by the National Reading Panel, when they text. This paper addresses these very divergent studies and examines the adolescent homeschoolers’ use of text language in their social and academic lives. A constructionism epistemology was used for this research study. The main theories for analysis were social constructionism and sociocultural learning. The findings suggest that while more research is needed, homeschooled adolescents are modifying language to fit their perceived audience and situational communications.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjecthomeschool
dc.subjectadolescent
dc.subjectsocial media
dc.subjecttext language
dc.subjectacademic discourse
dc.subjectaffinity group
dc.subjectdiscourse community
dc.subjectsocial discourse
dc.subjectconstructionism epistemology
dc.subjectsociocultural learning
dc.subjectsocial constructionism
dc.titleHomeschoolers and texting
dc.title.alternativea case study of the influence of text language on social and academic discourse
dc.typeThesis
dc.description.degreeMA
dc.description.departmentLanguage and Literacy Education
dc.description.majorEnglish Education


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