Third Space Research
Leslie Kuhlthau Maniotes
Dissertation- PhD Instruction and Curriculum in the Content Areas
The University of Colorado at Boulder
The Transformative Power of Literary Third Space
Abstract:
Many researchers have discovered the disconnect between schools and their students, and others have sought out places where out-of-school knowledge and official school knowledge merge together in what is called “third space.” The theoretical rationale for the third space has powerful potential as a learning tool. In the research, however, actual mergers in classrooms are rare at best. This study examines literature discussions where third space is actualized as students’ funds of knowledge enter into the conversation in meaningful and transformative ways.
This study was designed to examine third space in literature discussion groups in one ethnically diverse fourth grade class with a highly skilled teacher. Through a discourse-sensitive ethnography using participant observations, audio tape recordings, artifacts, and interviews, I analyzed the mergers of third space within book club meetings over a six month period.
In the analysis to find the range of mergers, I considered the official content of the teacher’s literacy goals, the context of small group book club discussion, and an appreciation for expanded notions of text including alternative modes of response. Furthermore, I analyzed the teacher’s conversational moves in the book clubs to examine the role of her talk in the facilitation of third space interactions.
The findings include deep descriptions of mergers across a continuum from official to personal leaning mergers. Of particular interest are the centered mergers of third space where intellectual, literary, and social/emotional learning arose. In the third space the students co-constructed knowledge and negotiated learning that extended outward from the traditional boundaries of school and crossed over to personal, community and world issues. The teacher’s use of excellent literature, relational knowledge of her students, and acceptance of expanded notions of text nurtured the mergers as well as her students’ learning in this setting.
Finally, through an examination of how hybrid spaces such as the third space in literature discussions enhance later language development, I drew connections to possible future research and expanded learning outcomes.
Committee Members:
Dr. Shelby Wolf (chair)
The PDF files below contain my dissertation published by the University of Colorado.
Chapter 1 - Introduction
Chapter 3 - Research Design and Methodology
Chapter 4 - The One Who's Doing the Talking is the One Who is Doing the Learning
Chapter 5 - Powerful Outcomes: The Merger Centered in the Personal and Official
Chapter 6 - Teaching to Heighten the Third Space
Chapter 7 - Fly Away Home