English Learner Families, Rural County Public Libraries, and Rural Public Elementary Schools
Primary Advisor/Dissertation Chair
Trish Harvey and Amy Stolpestad
Secondary Advisor/Reader One
English Learner families in rural areas have unique experiences in accessing bilingual materials in home languages for literacy learning. This research focused on gathering the perceptions of parents of elementary school ELs regarding the barriers that impede collaboration between public elementary schools and county public libraries for improving the literacy of ELs in rural communities. This qualitative research followed a grounded theory process and community-based research from data collection via interviews with parents of ELs, rural public elementary school educators, and rural county public librarians. Seven participants from Central Minnesota included two bilingual parents of ELs, three educators, and two librarians. Findings suggested several themes from all three stakeholder groups: the importance of relationships, shared responsibility to provide culturally appropriate literacy resources, and a willingness to work together to overcome barriers and improve literacy learning for EL families in rural communities. The research results provide useful information from interviewees to direct future collaboration between rural public elementary schools and rural county public libraries on behalf of literacy learning for EL families.
Grounded Theory, Interview
ESL/ ELLs, Literacy, Multicultural Education
Murphy, Carmel, "English Learner Families, Rural County Public Libraries, and Rural Public Elementary Schools" (2022). School of Education and Leadership Student Capstone Theses and Dissertations. 4560.
School of Education Student Capstone Theses and Dissertations