This study examined the relationships among students' background information and their inschool and after-school literacy activities, as well as the relationships between students' background and their views of the Ontario Secondary School Literacy Test (OSSLT). The results showed that students' literacy activities could be grouped into three types: e-literacy, traditional literacy, and creative literacy. Furthermore, results showed that categorization of literacy activities depended on whether the activities were conducted in English or in another language. Gender predicted certain types of literacy activities. Compared with English-as-a-firstlanguage (L1) students, English-as-a-second-language (L2) students' background influenced more of their views of the test.

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Journal Alberta Journal of Educational Research
Zheng, Y. (Ying), Klinger, D.A. (Don A.), Cheng, L. (Liying), Fox, J, & Doe, C. (Christine). (2011). Test-takers' background, literacy activities, and views of the Ontario Secondary School Literacy Test. Alberta Journal of Educational Research, 57(2), 115–136.