[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594662-105":59,"doc-detail-594662-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","individual-paths-to-literacy-engagement-three-narratives-revisited","Individual Paths to Literacy Engagement - Three Narratives Revisited","","Engagement in literacy learning is explored through a doctoral-origin study that followed a grade two classroom to understand everyday classroom life as it relates to engagement. After six years, the researcher returned when students were in grade eight to revisit and expand understandings of successful engagement. Three student narratives—Spike, Jasper, and Avery—are re-examined to analyze change and continuity over time, and a revised Engagement Framework is proposed based on grade eight insights.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/individual-paths-to-literacy-engagement-three-narratives-revisited/594662/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/individual-paths-to-literacy-engagement-three-narratives-revisited/594662.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question drives the research on literacy engagement?","Question",{"text":112,"@type":113},"The research asks what it means to be engaged, especially in relation to literacy learning, and how engagement shows up in classroom life.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study revisit the classroom and students over time?",{"text":117,"@type":113},"The researcher participates in grade two in 2007 and then returns six years later when those students are in grade eight to expand students’ understandings of successful engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the narratives of Spike, Jasper, and Avery focus on?",{"text":121,"@type":113},"The narratives are revisited to consider themes of change and continuity, including how early success and struggle influenced students’ engagement journeys.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594662,1792231085,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Individual Paths to Literacy Engagement:  \nThree Narratives Revisited  \nTara-Lynn Scheffel  \nNipissing University  \nAbstract  \nWhat does it mean to be engaged, especially when it comes to literacy learning? It is this question that drove my doctoral research in 2007 when I became a participant observer in a grade two classroom with the goal of making the everyday visible while sharing a greater understanding of classroom life in relation to engagement. Six years later, I returned to the original school where the grade two students were in grade eight to revisit and expand student understandings of successful engagement in learning. In this paper, Irevisit the narratives of Spike, Jasper and Avery (Scheffel, 2012) to consider themes of change and continuity, including ways in which initial success and struggle appeared to influence their journey over time. I also propose a revised Framework for Engagement that draws upon grade eight students' insights.  \nKeywords: engagement, literacy, student perspectives  \nTara-Lynn Scheffel is an Associate Professor in the Schulich School of Education, Nipissing University, Ontario, Canada. Research interests include literacy engagement, teacher education and the sharing of student and practitioner stories.  \nEmail: [taralyns@nipissingu.ca](taralyns@nipissingu.ca)  \nIntroduction  \nStudent engagement has continued to be a popular topic in Canadian schools just as it has worldwide, especially with reference to research surveys such as The Programme for International Student Assessment (PISA) and the National Survey of Student Engagement (NSSE) . Butler-Kisber and Portelli (2003) described engagement as a “popular catchphrase in education circles, both in schools and in the academy”(p. 207) . More recently, Fredricks and McColskey (2012), in a comparative analysis of student engagement measures, identified a “growing interest in student engagement” (p.763), and recommended researchers continue to explore this multidimensional construct using multiple methods.  \nUsing a mixed-methods approach in response to this recommendation, the present paper expands discussions about the complexity of engagement that first began with my doctoral work in 2007. During this time, I became a participant observer in a grade two classroom with the goal of sharing a greater understanding of classroom life in relation to engagement, specifically during literacy learning. Six years later, I returned to the original school when the grade two students were in grade eight. I wanted to revisit and expand student understandings of successful engagement in learning by continuing to put students’understandings at the forefront of educational discussions about engagement (Scheffel, 2009) .  \nIn particular, I revisit an earlier paper published in Brock Education Journal [Volume 21(2), Spring 2012] where I presented a Framework for Literacy Engagement, along with three narratives to represent individual paths to literacy engagement. As I revisit the narratives of Spike, Jasper, and Avery from this earlier paper, I consider themes of change and continuity, including ways in which initial success and struggle appeared to influence their journey over time. I also rework the framework based on grade eight students’ considerations of engagement, which often moved beyond literacy-specific moments towards broader conceptions of engagement in learning.  \nEngagement Literature  \nPreviously, I outlined three areas of engagement literature that moved from a broader focus on school engagement (McMahon & Portelli, 2004; McMahon, 2003), to reading engagement (Baker, Dreher & Guthrie, 2000; Guthrie & Wigfield, 2000; Guthrie, 2004) and then more specifically, literacy engagement (Cambourne, 1988) . Specifically, I situated myself within a sociocultural approach to the study of engagement with the goal of considering practices that encouraged engagement in literacy learning (Scheffel, 2012) . This approach placed learners at the forefront, rec","cbCaia0FwibDcWjn","https://ap.wps.com/l/cbCaia0FwibDcWjn","pdf",623395,18,"English","# Abstract\n# Introduction\n# Engagement Literature\n# Engagement Literature (Behavioral and Emotional)\n# Engagement Literature (Cognitive Development)\n# Effortful Participation and Engagement Definitions","[{\"question\":\"What question drives the research on literacy engagement?\",\"answer\":\"The research asks what it means to be engaged, especially in relation to literacy learning, and how engagement shows up in classroom life.\"},{\"question\":\"How does the study revisit the classroom and students over time?\",\"answer\":\"The researcher participates in grade two in 2007 and then returns six years later when those students are in grade eight to expand students’ understandings of successful engagement.\"},{\"question\":\"What do the narratives of Spike, Jasper, and Avery focus on?\",\"answer\":\"The narratives are revisited to consider themes of change and continuity, including how early success and struggle influenced students’ engagement journeys.\"}]","Individual Paths to Literacy Engagement - Three Narratives Revisited | PDF",1792079588,45]