Although we cannot make student responses from the past year public, (permission will be obtained for future research to publish responses on the web) the researchers have arranged this Schematic Organization of the Storymap to illustrate the kind of filters that information goes through when it is being assessed by the reader.  An understanding of this process is vital to make sense of Student Responses for the researchers themselves, but also for the Male Mentors, who interact with the students and witness their responses firsthand.

    "The practices and events observed in families and communities can offer the educator and teacher new perspectives on what it means to incorporate everyday literacy into the school world (adult or child) in authentic and meaningful ways (Barton, 1994; Barton & Hamilton, 1998; Heath, 1983; Horsman, 1990; Rockhill, 1987; Taylor, 1983).  Studies of implicit or tacit knowledge rely on modes of knowing based on symbolic forms other than words and use an emergent and exploratory inquiry process.  The new literacy intends to be expansionist, to create new ideas, and to raise new questions (Bruner, 1986; Eisner, 1985; Guba & Lincoln, 1982)."
    - Richmond and Miles, Boys and Girls Literacy: The Male Mentors Pilot Project, 2002
 
The World of: 
Self Family Community Schooling Work
Past Experiences
  • Background
  • Self-identity roles
  • Roots
  • Personal History
  • Events
  • Setting the context
  • Past connections
  • Incidents
  • Sites
  • Past work experiences
Present Experiences
  • Current Status
  • Level of awareness
  • Current support
  • Current connections
  • School experiences
  • Current work experiences
Future Intentions
  • Outcomes
  • Personal development
  • Self-identity
  • Future support
  • Future connections
  • Plans for future schooling
  • Future work expectations

  ©   Dr. H.J. Richmond