Promoting reading literacy for sustainable learning through supportive home environments.
| dc.contributor.advisor | Hlalele, Dipane Joseph. | |
| dc.contributor.advisor | Mthiyane, Ncamisile Parscaline. | |
| dc.contributor.author | Bhengu, Sinikiwe Sanelisiwe. | |
| dc.date.accessioned | 2021-02-03T15:46:31Z | |
| dc.date.available | 2021-02-03T15:46:31Z | |
| dc.date.created | 2019 | |
| dc.date.issued | 2019 | |
| dc.description | Doctoral Degree. University of KwaZulu-Natal, Durban. | en_US |
| dc.description.abstract | The study aims at exploring strategies to promote reading literacy for sustainable learning through supportive home environments. In order to achieve this, the following objectives have been identified to guide the study: • To explore the current situation of promoting reading literacy for sustainable learning through supportive home environments. • To examine the need for promoting reading literacy for sustainable learning through supportive home environments. • To explore the key elements of promoting reading literacy for sustainable learning through supportive home environments. • To examine the circumstances and conditions to promote the implementation of reading literacy for sustainable learning through supportive home environments. • To identify barriers that hinder the promotion of reading literacy for sustainable learning through supportive home environments • To propose strategies on how we can promote reading literacy for sustainable learning through supportive home environments. Ubuntu and the asset-based approach form the theoretical framework of this study as they are relevant because they emphasise that research must be a collective effort,which promotes social justice and the empowerment of the co-researchers. Everyone has an asset or potential talent that could contribute positively to the study and to society in general. The philosophy of Ubuntu combined with the asset-based approach encourages collaborative, cooperative and active participation such that he views of the marginalised are considered and the voiceless have a voice in this study. Data was generated at one school in the Amaotana area in the Pinetown District, KZN. Participatory Action Research (PAR) is used as the data generation method for this study. Also, PAR emphasises the involvement of those affected by the issue under investigation for their own benefit. The co-researchers in this study are the learners, their parents, the local councillor, a representative from the DoE, a representative from the NGO, and the local librarian. Literature is reviewed according to its relevancy to emerging markets’ efforts on promoting reading literacy, the need, key elements, conditions and circumstances, as well as barriers to promoting reading literacy through supportive home environments. Literature is also reviewed keeping in mind the objectives of the study. The data that was generated is consistent with reviewed literature in most cases. The action plan is proposed for promoting reading literacy for sustainable learning through supportive home environment. The proposed action plan includes goals, actions, and planning. This entails encouraging children to read, introducing reading at an early age, developing a love for reading in all individuals, reconciling the power imbalance in parent-child relationships, understanding reading literacy as a catalyst for change, lending support for reading at home and the community, working cooperatively and collaboratively as a family to promote reading literacy, creating interest for reading, finding time to read together as a family, identifying barriers that could impede reading, overcoming the barriers that impede on reading time, having a purpose-driven action plan to create a home environment where learners’ voices could be heard, promoting reading literacy as a recreational activity, seeing parents as role-models for positive behaviour, appreciating learners’ input on the type of support they require, finding best strategies to promote reading literacy, making supporting agents aware of their responsibilities, maintaining order and routine to establish a scholarly culture within the home environment, and changing the attitude of people towards reading. The main findings indicate that there was little being done to promote reading literacy through supportive home environment. The chief contribution of this study is to develop a tool that could guide home-communities on how to promote reading literacy. It is recommended that the parents take a more proactive role to make these changes suggested by the guide. | en_US |
| dc.identifier.uri | https://researchspace.ukzn.ac.za/handle/10413/19115 | |
| dc.language.iso | en | en_US |
| dc.subject.other | Reading literacy. | en_US |
| dc.subject.other | Supportive home environment. | en_US |
| dc.subject.other | Sustainable learning. | en_US |
| dc.subject.other | Ubuntu. | en_US |
| dc.subject.other | Promoting. | en_US |
| dc.subject.other | Reading culture. | en_US |
| dc.subject.other | Reading strategies. | en_US |
| dc.title | Promoting reading literacy for sustainable learning through supportive home environments. | en_US |
| dc.type | Thesis | en_US |