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West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Folly Beach Library
Closed for renovations
Phone: (843) 588-2001
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
Dorchester Road Library
9 a.m. - 8 p.m.
Phone: (843) 552-6466
Edgar Allan Poe/Sullivan's Island Library
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John's Island Library
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McClellanville Library
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Edisto Library
9 a.m. - 6 p.m.
Phone: (843) 869-2355
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
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Baxter-Patrick James Island
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Bees Ferry West Ashley Library
9 a.m. - 8 p.m.
Phone: (843) 805-6892
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
Keith Summey North Charleston Library
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Phone: (843) 744-2489
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Phone: (843) 805-6909
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Transformative Learning in a Mexican American Mothers' Book Club
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- Author(s): Ochoa, Pablo F.; Quiroa, Ruth E.
- Language:
English- Source:
Reading Teacher. Jul-Aug 2020 74(1):19-28.- Publication Date:
2020- Document Type:
Journal Articles
Reports - Research- Subject Terms:
- Language:
- Additional Information
- Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
- Peer Reviewed: Y
- Source: 10
- Accession Number: 10.1002/trtr.1898
- ISSN: 0034-0561
- Abstract: In this qualitative case study, the authors explored the responses of seven Mexican American mothers during a bilingual (Spanish-English) parent book club with a chapter book from their children's elementary school literacy curriculum. The authors sought to better understand the findings of a previous study in which parents expressed new learning during comprehension-related activities. Specifically, the authors examined how these women came to better understand their identities as literate individuals capable of assisting peers and their children's literacy learning. Analysis of interviews and book club session transcripts, written and artistic artifacts, and researcher reflective journal entries revealed that during reflective dialogue, participants assumed all of Brooks and Browne's (2012) homeplace reader positions (ethnic group, community, family, and peers) and the additional positions of empowerment and action.
- Abstract: As Provided
- Publication Date: 2020
- Accession Number: EJ1260736
- Availability:
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