subject:(Critical literacies)

University of Texas – Austin

1. -1062-0484. The youth equity agents project : engaging critical literacies through youth participatory action research.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

URL: http://dx.doi.org/10.26153/tsw/3310

► This year-long study explores the critical literacies of the Youth Equity Agents, who were youth of color in a youth participatory action research (YPAR) project… (more)

▼ This year-long study explores the critical literacies of the Youth Equity Agents, who were youth of color in a youth participatory action research (YPAR) project and class at Community High School (CHS). The dual purposes of this study were to partner with youth investigating personally important social justice issues and to produce new knowledge about engaging critical literacies through YPAR in school. This study draws on theories of critical literacy (Comber, 2001; Freire & Macedo, 1987) and multiliteracies (Cope & Kalantzis, 2009; New London Group, 1996) to analyze the critical and other literacy practices of youth, as well as the pedagogies that engaged those practices in a school class. Through critical ethnography (Carspecken, 1996) of the project, this study shows that the Youth Equity Agents had both love for and concerns about CHS. To understand their experiences, they engaged in “reading school,” a practice similar to Freire and Macedo’s (1987) concept of critical literacy as reading the world. A critical pedagogical approach facilitated an inquiry community where youth concerns about racial equity and education could be addressed in school, as did the epistemological approach of YPAR, which values youth knowledge production (Cammarota & Fine, 2008; Irizarry & Brown, 2014; Mirra et al., 2015; Morrell, 2004). Through intra-active pedagogies (Lenz-Taguchi, 2011) youth’s critical literacies were extended in encounters with the material environments of schools. Drawing on this material learning, youth “wrote school” by authoring counterstories (Delgado, 1989) of CHS and other urban schools, as well their visions for justice in the design of a new CHS. Across their work in the project youth engaged a wide array of literacies including talk, movement, and photography. This study has implications for understanding critical literacies and YPAR, as well as instruction in those areas. It illuminates how material, embodied, and social aspects of critical literacies are woven into everyday life, but can also be engaged pedagogically. Finally, this study argues for the potential of engaging critical literacies through in-school YPAR, but also raises questions about the labor experienced by youth of color engaging in this critical work. Advisors/Committee Members: Skerrett, Allison (advisor), Kim, Grace M (committee member), Stewart, Kathleen (committee member), Wetzel, Melissa (committee member).

Subjects/Keywords: Critical literacies; YPAR

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APA (6^th Edition):

-1062-0484. (2019). The youth equity agents project : engaging critical literacies through youth participatory action research. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/3310

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-1062-0484. “The youth equity agents project : engaging critical literacies through youth participatory action research.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed January 28, 2021. http://dx.doi.org/10.26153/tsw/3310.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-1062-0484. “The youth equity agents project : engaging critical literacies through youth participatory action research.” 2019. Web. 28 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1062-0484. The youth equity agents project : engaging critical literacies through youth participatory action research. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2021 Jan 28]. Available from: http://dx.doi.org/10.26153/tsw/3310.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1062-0484. The youth equity agents project : engaging critical literacies through youth participatory action research. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/3310

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Rochester

2. King, Jennifer M. (1971 - ). Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting.

Degree: PhD, 2013, University of Rochester

URL: http://hdl.handle.net/1802/27209

► This dissertation study explored the literacies that youth used when doing Youth Participatory Action Research (YPAR) in a school-based setting. The overarching goals of the… (more)

▼ This dissertation study explored the literacies that youth used when doing Youth Participatory Action Research (YPAR) in a school-based setting. The overarching goals of the dissertation were to contribute to the literature on YPAR and to contribute to expanding definitions and understandings of literacies. Building on ideological approaches to literacy represented in research on adolescent literacies, this dissertation study offers YPAR in a school-based setting as a potentially ideological and activist approach to literacy that can serve as a counterscript to the autonomous approaches to literacy that are so prevalent in schools today. YPAR contrasts with the current dominant discourses in education, such as the standards, testing, and accountability movement, the achievement gap rhetoric, and the autonomous model of literacy. Furthermore, YPAR positions all youth as culturally rich rather than culturally deficient; therefore, YPAR has social justice aims and implications, particularly for urban youth of color. Set in a progressive, urban, public high school, this hybrid of qualitative critical ethnographic case study and participatory action research explored a "Social Activism" course in which three student research teams engaged in YPAR on the topics of environmental issues, urban violence, and women's issues. Data was collected in two phases. Phase I occurred during the 2008-2009 academic year and included: fieldnotes from participant observations of the "Social Activism" course activities; video recordings of class meetings; focus groups conducted with each of the three student research teams; a series of three interviews with each of the students; and documentation, such as curriculum materials, class records, student work, and a teacher-researcher journal. Phase II occurred during the 2009-2010 academic year and included stimulated recall interviews and participatory data analysis sessions. Data were analyzed initially using a constructivist grounded theory approach with sensitizing concepts from New Literacy Studies, new literacies, and critical literacies. D/discourse analysis was then used to analyze literacy practices more specifically. Data and findings were organized to construct a case for each of the three research teams, which facilitated a cross-case analysis. Major findings pertain to how YPAR and schools are mutually constituted and how youth engaged in street literacies and collaborative literacies.

Subjects/Keywords: Adolescent literacies; Collaborative literacies; Critical literacies; New literacies; Street literacies; Youth Participatory Action Research (YPAR)

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APA (6^th Edition):

King, J. M. (. -. ). (2013). Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/27209

Chicago Manual of Style (16^th Edition):

King, Jennifer M (1971 - ). “Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting.” 2013. Doctoral Dissertation, University of Rochester. Accessed January 28, 2021. http://hdl.handle.net/1802/27209.

MLA Handbook (7^th Edition):

King, Jennifer M (1971 - ). “Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting.” 2013. Web. 28 Jan 2021.

Vancouver:

King JM(-). Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/1802/27209.

Council of Science Editors:

King JM(-). Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/27209

University of Ottawa

3. Baroud, Jamilee. Engaging the Intersections of Equity and Technology in Teacher Education Instruction, Curriculum and Pedagogies.

Degree: PhD, Éducation / Education, 2020, University of Ottawa

URL: http://dx.doi.org/10.20381/ruor-25340

► This study examined the critical digital practices and pedagogies of two professors from two different Canadian provinces – Ontario and British Columbia. Employing a qualitative… (more)

Subjects/Keywords: Critical digital literacies; Intersectionality; Teacher education; Equity

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APA (6^th Edition):

Baroud, J. (2020). Engaging the Intersections of Equity and Technology in Teacher Education Instruction, Curriculum and Pedagogies. (Doctoral Dissertation). University of Ottawa. Retrieved from http://dx.doi.org/10.20381/ruor-25340

Chicago Manual of Style (16^th Edition):

Baroud, Jamilee. “Engaging the Intersections of Equity and Technology in Teacher Education Instruction, Curriculum and Pedagogies.” 2020. Doctoral Dissertation, University of Ottawa. Accessed January 28, 2021. http://dx.doi.org/10.20381/ruor-25340.

MLA Handbook (7^th Edition):

Baroud, Jamilee. “Engaging the Intersections of Equity and Technology in Teacher Education Instruction, Curriculum and Pedagogies.” 2020. Web. 28 Jan 2021.

Vancouver:

Baroud J. Engaging the Intersections of Equity and Technology in Teacher Education Instruction, Curriculum and Pedagogies. [Internet] [Doctoral dissertation]. University of Ottawa; 2020. [cited 2021 Jan 28]. Available from: http://dx.doi.org/10.20381/ruor-25340.

Council of Science Editors:

Baroud J. Engaging the Intersections of Equity and Technology in Teacher Education Instruction, Curriculum and Pedagogies. [Doctoral Dissertation]. University of Ottawa; 2020. Available from: http://dx.doi.org/10.20381/ruor-25340

4. Costa, Karla Ferreira da. Formação docente e suas possibilidades: uma pesquisa orientada pelas teorias dos letramentos.

Degree: Mestrado, Estudos Lingüísticos e Literários em Inglês, 2015, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-15102015-130732/ ;

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Esse trabalho apresenta investigações sobre um curso de formação docente para professores de Ensino Fundamental da escola pública, levando-se em conta conceitos sobre treinamento e… (more)

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Esse trabalho apresenta investigações sobre um curso de formação docente para professores de Ensino Fundamental da escola pública, levando-se em conta conceitos sobre treinamento e formação continuada. Trata-se de uma pesquisa qualitativa interpretativa de cunho etnográfico, orientada pelas teorias dos letramentos (COPE e KALANTZIS, 2000,2013; LANKSHEAR E KNOBEL, 2008; GEE, 2000), com enfoque nos letramentos críticos (CERVETTI ET Al., 2001; MONTE MÓR, 2010, 2011, 2013; JORDÃO, 2013; MENEZES de SOUZA, 2011). A investigação tomou como base as seguintes perguntas norteadoras: 1. O que um trabalho colaborativo de formação de professores pode revelar sobre o ensino de língua inglesa para uma sociedade digital e globalizada? 2. Que possibilidades podem emergir dentro de um contexto de letramentos que contribuem para um projeto de formação de professores? A investigação de campo foi conduzida através de observações, entrevistas abertas e registros em diários reflexivos orientaram as análises de pesquisa. O plano da pesquisa visou promover um deslocamento de olhares, tanto da professora-formadora/ pesquisadora, quanto do professor-colaborador. Este trabalho colaborativo de formação de professores considerou a co-responsabilidade e agência do professor- colaborador, inserido num mundo globalizado marcado pela efemeridade e velocidade das escolhas colocadas pela conectividade que exige cidadãos cada vez mais participativos, críticos e engajados social e politicamente. Os dados apontam ainda para a relevância de uma formação continuada que considere um repensar da educação reprodutivista e acrítica, a fim de promover uma prática mais contextualizada, informada e crítica. As possibilidades para a formação continuada emergem nos seus contextos de atuação ao experimentar encontros e desencontros de práticas e pensamentos sobre o que se considera ensinar e aprender língua inglesa.

The aim of this study is to present investigations about a teacher education course for Elementary School teachers from public schools, regarding concepts about training and continuous education. It is a qualitative-interpretative research based on ethnographic views, supported by theories of literacies (COPE e KALANTZIS, 2000,2013; LANKSHEAR E KNOBEL, 2008; GEE, 2000), particularly on critical literacies (CERVETTI et Al., 2001; MONTE MÓR, 2010, 2011, 2013; JORDÃO, 2013; MENEZES de SOUZA, 2011). The current research relies on the following guiding questions: I. What may a collaborative work for teacher education reveal about teaching English in a digital and globalized society? II. What possibilities may emerge inside a literacies-based context to contribute with a teacher education project? The field research was conducted through observations, open interviews and registers in reflexive diaries provided the bases of the research analysis. The research plan aimed at promoting a shift in the views of both teacher-educator/ researcher and teacher-collaborator. A teacher education collaborative work considers the co-responsibility and agency of the…

Advisors/Committee Members: Mór, Walkyria Maria Monte.

Subjects/Keywords: Continuous teacher education; Critical literacies; Formação continuada de professores; Letramentos; Letramentos críticos; Literacies; Training; Treinamento

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APA (6^th Edition):

Costa, K. F. d. (2015). Formação docente e suas possibilidades: uma pesquisa orientada pelas teorias dos letramentos. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8147/tde-15102015-130732/ ;

Chicago Manual of Style (16^th Edition):

Costa, Karla Ferreira da. “Formação docente e suas possibilidades: uma pesquisa orientada pelas teorias dos letramentos.” 2015. Masters Thesis, University of São Paulo. Accessed January 28, 2021. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-15102015-130732/ ;.

MLA Handbook (7^th Edition):

Costa, Karla Ferreira da. “Formação docente e suas possibilidades: uma pesquisa orientada pelas teorias dos letramentos.” 2015. Web. 28 Jan 2021.

Vancouver:

Costa KFd. Formação docente e suas possibilidades: uma pesquisa orientada pelas teorias dos letramentos. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2021 Jan 28]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-15102015-130732/ ;.

Council of Science Editors:

Costa KFd. Formação docente e suas possibilidades: uma pesquisa orientada pelas teorias dos letramentos. [Masters Thesis]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-15102015-130732/ ;

University of Alberta

5. Nahachewsky, James. At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students.

Degree: PhD, Department of Secondary Education, 2010, University of Alberta

URL: https://era.library.ualberta.ca/files/08612n66p

► Contemporary English language arts (ELA) teachers engage students who have been born into a digital world where emergent literacies challenge the traditionally authoritative perspectives and… (more)

▼ Contemporary English language arts (ELA) teachers engage students who have been born into a digital world where emergent literacies challenge the traditionally authoritative perspectives and physical boundaries of books and classrooms. This qualitative case study inquired into the classroom experiences of three senior English language arts teachers located in two western Canadian provinces in our digital-based communications age. Analyzed through a cultural studies lens, this inquiry’s data were collected through the methodological triangulation of classroom observation, semi-structured interview, and online journal responses. The study’s findings reveal the significance of the three selected teachers’ textual stances and pedagogy to their students’ new literacies in this time of epochal communications and cultural change. A broadening horizon of textual choice and compositional possibilities complicated each of the three teachers’ classroom practice in a subject area whose content, traditionally, relies upon reading and responding to print-based canonical texts. Each of these teachers was working In medias res to understand which texts and textual practices should be held on to, and which could be relinquished for the benefit of their students’ language learning. A major concern that emerged for each of these three educators was a perceived loss of deep critical readings by their students. This concern was counter-balanced for the subject area specialists by an emergent understanding of the affordances of a broadening set of texts and textual practices – a developing awareness that students’ critical literacies can emerge in a rhizomal manner, and that teachers and students can co-author their literacy experiences within the (con)text of the ELA classroom. For these three participants, teaching ELA has become an ‘ellipsis’ in a digital-based age where certain previously privileged texts and a sense of authority need to be relinquished in order to achieve the co-constructed understanding of word and world so valued by these educators and their students.

Subjects/Keywords: English language arts, new literacies, critical literacy, born-digital, text, classrooms

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APA (6^th Edition):

Nahachewsky, J. (2010). At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/08612n66p

Chicago Manual of Style (16^th Edition):

Nahachewsky, James. “At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students.” 2010. Doctoral Dissertation, University of Alberta. Accessed January 28, 2021. https://era.library.ualberta.ca/files/08612n66p.

MLA Handbook (7^th Edition):

Nahachewsky, James. “At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students.” 2010. Web. 28 Jan 2021.

Vancouver:

Nahachewsky J. At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2021 Jan 28]. Available from: https://era.library.ualberta.ca/files/08612n66p.

Council of Science Editors:

Nahachewsky J. At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/08612n66p

University of Toronto

6. McIntosh, Megan Lynn. “Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies.

Degree: PhD, 2016, University of Toronto

URL: http://hdl.handle.net/1807/80378

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This study examines how writing centres in the universities selected for consideration support the literacy practices of multilingual students in anglophone institutions of higher education.… (more)

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This study examines how writing centres in the universities selected for consideration support the literacy practices of multilingual students in anglophone institutions of higher education. This research draws on critical writing centre scholarship that suggests research in writing centres must account for the impact of the institutional and societal discourses around literacy that shape the roles and pedagogical practices undertaken in the writing centre (Boquet, 2002; Grimm, 1996, 2008, 2009; Olson, 2013). In pursuing this research and accounting for the discursive frames that impact and are often enacted in writing centres, this research employs a multiple methods approach. First, I undertake a critical discourse analysis (CDA) of 12 writing centre websites, and second I draw insights from a case study in a single writing centre site using data collected through interviews, focus groups and observations with writing centre leadership, writing centre advisors and multilingual students. The findings demonstrate that powerful literacy discourses operating at the societal and institutional levels frequently draw upon autonomous views of literacy as discrete, transferrable skills, which often position multilingual students as deficient. The CDA of writing centre sites suggest these discourses impact the espoused pedagogy and public discourse of writing centres. However, the data from the observed literacy events in writing centre tutorials and the interviews and focus groups with multilingual students and writing centre advisors suggest that the interpersonal interactions in writing centres diverge from the espoused practices. Indeed, the data suggests that while students often seek to integrate or socialise themselves to the powerful literacy practices of the academy, the educator role definitions of writing centre advisors can move outcomes beyond socialisation. Instances of careful subversion or ambiguous resistance can be found in some of the approaches taken by advisors in this study in an effort to broaden and challenge literacy practices that mark multilingualism as deficit.

2017-11-30 00:00:00

Advisors/Committee Members: GagnĂŠ, Antoinette, Curriculum, Teaching and Learning.

Subjects/Keywords: Critical Theory; Higher Education; Multilingualism; New Literacies; Writing Centres; 0515

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APA (6^th Edition):

McIntosh, M. L. (2016). “Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80378

Chicago Manual of Style (16^th Edition):

McIntosh, Megan Lynn. ““Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies.” 2016. Doctoral Dissertation, University of Toronto. Accessed January 28, 2021. http://hdl.handle.net/1807/80378.

MLA Handbook (7^th Edition):

McIntosh, Megan Lynn. ““Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies.” 2016. Web. 28 Jan 2021.

Vancouver:

McIntosh ML. “Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/1807/80378.

Council of Science Editors:

McIntosh ML. “Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/80378

California State University – Sacramento

7. Lehman, Albert Eric. Rhetorics of work and transition in the academic performances of students of basic writing: 2 case studies of Summer Bridge students.

Degree: MA, English (Composition, 2017, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/190754

► In the 2015-2016 academic year, I conducted multiple case studies of Summer Bridge students who had been tracked into compensatory reading classes. I discovered academic… (more)

Subjects/Keywords: Summer Bridge; Academic literacies; Composition; Pedagogy; Basic writing; Critical reading; Rhetoric

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APA (6^th Edition):

Lehman, A. E. (2017). Rhetorics of work and transition in the academic performances of students of basic writing: 2 case studies of Summer Bridge students. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/190754

Chicago Manual of Style (16^th Edition):

Lehman, Albert Eric. “Rhetorics of work and transition in the academic performances of students of basic writing: 2 case studies of Summer Bridge students.” 2017. Masters Thesis, California State University – Sacramento. Accessed January 28, 2021. http://hdl.handle.net/10211.3/190754.

MLA Handbook (7^th Edition):

Lehman, Albert Eric. “Rhetorics of work and transition in the academic performances of students of basic writing: 2 case studies of Summer Bridge students.” 2017. Web. 28 Jan 2021.

Vancouver:

Lehman AE. Rhetorics of work and transition in the academic performances of students of basic writing: 2 case studies of Summer Bridge students. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/10211.3/190754.

Council of Science Editors:

Lehman AE. Rhetorics of work and transition in the academic performances of students of basic writing: 2 case studies of Summer Bridge students. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/190754

University of Minnesota

8. Crampton, Anne. Mobilizing Love in Literacy Classrooms: Connection, Resistance, and Pedagogy.

Degree: PhD, Education, Curriculum and Instruction, 2017, University of Minnesota

URL: http://hdl.handle.net/11299/190449

► That love has something to do with teaching and learning is a claim that finds its way into numerous, overlapping, and contending theoretical frameworks, including… (more)

▼ That love has something to do with teaching and learning is a claim that finds its way into numerous, overlapping, and contending theoretical frameworks, including arguments from critical, progressive, psychoanalytic, feminist, and post-structural traditions. However, to date there is very little critical empirical research that seeks to better understand and make solid this claim, to link it to everyday classroom actions and interactions. This multi-site critical ethnographic study asks how love is mobilized in an exploration of powerful, sometimes difficult, moments of connection and learning in two English-Social Studies classrooms – one in a large city high school, and the other in a small charter middle school – with teachers who sought to challenge educational inequities through a critical literacy curriculum and critical instructional practices. Using mediated and critical discourse analysis to examine classroom actions and interactions, the study looks at how students affect and are affected by their social “others” in meaningful and complicated ways. A theory of “cosmopolitan desire” is offered to describe the affective experience of connecting across difference. The study also frames students’ aesthetic and resistant projects as expressions of armed love (Freire, 2006); these demands for self and community are necessary rejections of oppressive and damaging discourses, fueled by the desire to envision a more just social reality. Finally, the study explores practices of pedagogical love, finding instantiations of dialogic (Freire, 1996) and nurturing relationships (Noddings, 2013), as well as demonstrations of radical inclusion and love (Greenstein, 2016; hooks, 2003). This work has implications for how we might realize and better understand the stakes in the vague schooling goal of “getting along,” bearing in mind the ongoing conundrum in hoping that through public education, “youth [will] accomplish what we haven't been able to accomplish – to establish rich, vibrant, and cooperative interracial relationships, contexts, communities, and projects” (Fine, Weis, & Powell, 1997, p. 248). It also makes plain the scale of a teacher’s labor, and considers how to make academic literacy productions meaningful, and potentially transformative.

Subjects/Keywords: critical pedagogy; digital and multimodal literacies; discourse studies; educational ethnography; literacy; love

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APA (6^th Edition):

Crampton, A. (2017). Mobilizing Love in Literacy Classrooms: Connection, Resistance, and Pedagogy. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190449

Chicago Manual of Style (16^th Edition):

Crampton, Anne. “Mobilizing Love in Literacy Classrooms: Connection, Resistance, and Pedagogy.” 2017. Doctoral Dissertation, University of Minnesota. Accessed January 28, 2021. http://hdl.handle.net/11299/190449.

MLA Handbook (7^th Edition):

Crampton, Anne. “Mobilizing Love in Literacy Classrooms: Connection, Resistance, and Pedagogy.” 2017. Web. 28 Jan 2021.

Vancouver:

Crampton A. Mobilizing Love in Literacy Classrooms: Connection, Resistance, and Pedagogy. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/11299/190449.

Council of Science Editors:

Crampton A. Mobilizing Love in Literacy Classrooms: Connection, Resistance, and Pedagogy. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190449

University of Georgia

9. Collier, Nicole Denise. Stories of stance.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/26874

► The purpose of this narrative inquiry study was to explore what happens when teachers facilitate dialogue in standards-based literacy classrooms. This work was grounded in… (more)

▼ The purpose of this narrative inquiry study was to explore what happens when teachers facilitate dialogue in standards-based literacy classrooms. This work was grounded in critical theory, which considers issues of power and justice and how they impact individuals as well as groups. Critical educators assume all education is political; accordingly, they work to make visible what are often invisible power structures. Critical educators take an inquiry stance on their own classrooms; in so doing they consider their own power as well as the diversity of their students’ positioning in the learning environment (Freire, 2000; Giroux, 2007; Kincheloe, 2008; McLaren & Kincheloe, 2007). Four teachers participated in a five-month investigation. Participants wrote narratives regarding their use of dialogue during instruction. We met to interrogate their narratives considering teacher power as well as the challenges of facilitating dialogue. I conducted 30 observations to provide context and a point of triangulation for the interpretation of the narratives. The data were analyzed from a critical theoretical stance, using a descriptive oral inquiry process, induction, and narrative analysis. Findings suggested that teachers’ mindful positioning and purposeful moves to encourage dialogue are crucial. As many researchers have suggested, teachers have to decide they want to change traditional recitation patterns in order to embrace more dialogic ones (Barnes & Todd, 1995; John, 2009; Mehan, 1979; Schuh, 2003). They then have to actively support students as they learn new ways and reasons to communicate in class. Findings also illuminated potential challenges involved in facilitating dialogue in standards-based classes. Most notably, teachers may unwittingly sanction silence rather than dialogue, especially when students are working independently. Teachers who want to sanction dialogue in the classroom may consider techniques such as: welcoming, active listening, inquiring, scaffolding, and/or authentic questioning.

Subjects/Keywords: narrative inquiry; narrative; praxis; dialogue; dialogic; inquiry-based learning; critical pedagogy; literacy; literacies

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APA (6^th Edition):

Collier, N. D. (2014). Stories of stance. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26874

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Collier, Nicole Denise. “Stories of stance.” 2014. Thesis, University of Georgia. Accessed January 28, 2021. http://hdl.handle.net/10724/26874.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Collier, Nicole Denise. “Stories of stance.” 2014. Web. 28 Jan 2021.

Vancouver:

Collier ND. Stories of stance. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/10724/26874.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Collier ND. Stories of stance. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26874

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas – Austin

10. -0705-0727. Designing critical, humanizing writing instruction : exploring possibilities for positioning writers as designers.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

URL: http://dx.doi.org/10.26153/tsw/2810

► The purpose of this study was to better understand how teachers across elementary, middle, and secondary grade-levels (re)imagine possibilities and translate them into critical, humanizing… (more)

▼ The purpose of this study was to better understand how teachers across elementary, middle, and secondary grade-levels (re)imagine possibilities and translate them into critical, humanizing writing instruction. Across the study, I drew on sociocultural theories of identity, learning, and language while considering perspectives on interdisciplinary design, humanizing pedagogies, and teachers as curriculum-makers. Following multicase study and participatory design research traditions, I met with four teachers in a cross grade-level inquiry group and followed them into classrooms for one academic year. I generated data through recording conversations and teaching, creating fieldnotes, collecting artifacts, and conducting interviews with teachers and students. I analyzed data using inductive qualitative analysis and then, using theory alongside emerging findings, selected examples to closely examine using discourse analytic methods. The following questions guided this study’s design and analysis: How do teachers in a cross grade-level inquiry group (re)design humanizing writing instruction together? What aspects of writing and writing instruction are most visible in teachers' discussion about design and writing? And how do teachers’ discussions of design and writing translate into their classroom practice? Analysis revealed that teachers’ inquiry group discussions explored connections between design and writing while reflecting on current writing instruction and ways teachers and students were positioned within schools. Co-constructing this “figured world” made space to reimagine possibilities and reframe constraints as design conditions. As teachers took up design work, they also appropriated narratives of students that illustrated the “love, faith, and humility” Freire (1970/2005, p. 91) noted as necessary for collective effort towards humanization. The findings also highlighted the emergence of purpose and audience as central concepts for rethinking writing and writing instruction. These terms were redefined within the group space to include embedded subject positions for students as active designers. In classrooms, one teacher used these tools to transform units to center purpose and audience for writers; another used them as entry points into new practices and subject positions within her growing critical, humanizing writing pedagogy. Overall, findings contribute to understandings of generative, humanizing teacher learning experiences for teachers and for researchers/teacher educators. Additionally, findings suggest tenets for enacting critical, humanizing writing instruction. Advisors/Committee Members: Skerrett, Allison (advisor), Bomer, Randy (committee member), Maloch, Anna E. (committee member), Wetzel, Melissa R. (committee member), Spinuzzi, Clay (committee member).

Subjects/Keywords: Teacher identity; Inquiry group; Teacher learning; Writing instruction; Humanizing pedagogy; Critical literacies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

-0705-0727. (2019). Designing critical, humanizing writing instruction : exploring possibilities for positioning writers as designers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2810

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-0705-0727. “Designing critical, humanizing writing instruction : exploring possibilities for positioning writers as designers.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed January 28, 2021. http://dx.doi.org/10.26153/tsw/2810.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-0705-0727. “Designing critical, humanizing writing instruction : exploring possibilities for positioning writers as designers.” 2019. Web. 28 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0705-0727. Designing critical, humanizing writing instruction : exploring possibilities for positioning writers as designers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2021 Jan 28]. Available from: http://dx.doi.org/10.26153/tsw/2810.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0705-0727. Designing critical, humanizing writing instruction : exploring possibilities for positioning writers as designers. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2810

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

11. Murray, Liz. Sowing the Seeds of Love: Dialogic and Collaborative Literacies For Social Change.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2020, University of San Francisco

URL: https://repository.usfca.edu/diss/534

► This ethnographic case study explored the impact of community organizing on the literacy practices of elementary and middle school aged children and youth in a… (more)

▼ This ethnographic case study explored the impact of community organizing on the literacy practices of elementary and middle school aged children and youth in a Bay Area intergenerational non-profit centered on education justice and equity. The participants in the study were part of a program that addressed the needs of children and youth aged four to fourteen. This study foregrounded collaborative critical literacy practices that promoted engagement with topics relevant to their lives. This study is informed by a belief in critical literacy and community organizing as tools to change the world. The children and the youth drew on a wide array of literacy practices and genres in their community organizing work such as researching pertinent topics then analyzing and synthesizing this material in order to teach a larger public in a workshop setting. Data was collected over a six-month period across various settings including weekly meetings, leadership days, and other events that arose (i.e., conference presentations and speaking at City Hall). The findings from the study showed that the CCAT children and youth developed and sustained transformative political discourse and activism through their literacy practices. Key findings were 1) community organizing with youth supported critical literacy and creative expression; 2) community organizing with youth supported critical literacy and facilitation skills; 3) community organizing fostered peer-to-peer teaching and learning; and 4) community organizing fostered collective leadership and civic engagement among the youth. This study makes the argument that for transformative social action to happen community organizing principles need to be harnessed to critical literacy skills. Within the community organizing space there is equality and equity of voice and participation. Leadership is built among community members in a non-hierarchical fashion and the younger children saw themselves as leaders within the collective. Through their work with CCAT the children and youth enacted tenets of citizenship as they wrote themselves into their civic lives. They are practicing for a future where their already powerful voices will be amplified. Advisors/Committee Members: Rosa Jimenez, Emma Fuentes, Sarah Capitelli.

Subjects/Keywords: Collaborative literacies; Community organizing; Critical literacy; Education; Elementary Education; Language and Literacy Education

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APA (6^th Edition):

Murray, L. (2020). Sowing the Seeds of Love: Dialogic and Collaborative Literacies For Social Change. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/534

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Murray, Liz. “Sowing the Seeds of Love: Dialogic and Collaborative Literacies For Social Change.” 2020. Thesis, University of San Francisco. Accessed January 28, 2021. https://repository.usfca.edu/diss/534.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Murray, Liz. “Sowing the Seeds of Love: Dialogic and Collaborative Literacies For Social Change.” 2020. Web. 28 Jan 2021.

Vancouver:

Murray L. Sowing the Seeds of Love: Dialogic and Collaborative Literacies For Social Change. [Internet] [Thesis]. University of San Francisco; 2020. [cited 2021 Jan 28]. Available from: https://repository.usfca.edu/diss/534.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murray L. Sowing the Seeds of Love: Dialogic and Collaborative Literacies For Social Change. [Thesis]. University of San Francisco; 2020. Available from: https://repository.usfca.edu/diss/534

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

UCLA

12. Cariaga, Stephanie Michele. Pedagogies of Wholeness: Cultivating Critical Healing Literacies with Students of Color in an Embodied English Classroom.

Degree: Education, 2018, UCLA

URL: http://www.escholarship.org/uc/item/2nk5v5fp

► Trauma has a significant impact on marginalized communities (Ginwright, 2016) and is an issue that should be addressed within schools (Ko et al., 2008). The… (more)

▼ Trauma has a significant impact on marginalized communities (Ginwright, 2016) and is an issue that should be addressed within schools (Ko et al., 2008). The problem is that schools are themselves a site of violence, where young people become disembodied from their own righteous rage and resilience (Duncan-Andrade, 2009), and teachers learn to silence their own needs in order to fully serve their students (Hydon et al., 2015). This dissertation therefore explores ways to take back the various ways of knowing we hold in our bodies, minds, and spirits, and channel them into pedagogies of wholeness, which embrace the full humanity of young people at the margins and the teachers who serve them, in order to heal from personal and collective pain. Focusing on the context of an English classroom and my own teaching as a teacher/researcher, I explore the following questions:• How do Students of Color describe the impact of trauma on their lives and learning?• How does a teacher create and implement healing pedagogies in an English classroom?• How do Students of Color respond to healing pedagogies in an English classroom?• How does a teacher maintain a sustainable healing pedagogy practice?I combine Auto-Ethnography (Chang, 2016) with Portraiture (Lightfoot & Davis, 1997) to craft blended portraits that examine my process as a teacher/researcher throughout a 20-week semester of teaching 11th–grade English at a public high school in Los Angeles. Honing in on interviews and interactions with four student participants throughout the semester, as well as my own curriculum analysis and personal reflections, the blended portraits reveal the burdens and strength Students of Color carry while navigating various worlds, and the tensions and epiphanies that arise when cultivating bravery, belonging, and critical understanding in the classroom. I offer a critical healing praxis framework, which describes (a) how I come to understand students’ complex needs and design units of intimate inquiry, (b) how students engage in an embodied analysis of various texts and develop critical healing literacies, and (c) how I work towards keeping myself grounded and centered throughout this soul-demanding work. By employing embodied frameworks, radical feminist epistemologies, and an intersectional analysis, pedagogies of wholeness push against private/public and emotional/rational binaries in schools, and offer concrete ways to help students make meaning from their pain and emotions, and uncover and meet their needs to feel fully seen, heard, and understood. Integrating critical literacy (Morrell, 2008) and socio-emotional literacy practices, critical healing literacies help students shift from being objected to false dominant narratives to becoming the subjects of their own life-affirming narratives. In turn, they are able to lessen the weight of grief and anger, and ultimately move in the world—not from habits of fear, shame or lack, but from a deep sense of knowing, conviction, and compassion for themselves and their communities.

Subjects/Keywords: Secondary education; Educational psychology; Curriculum development; critical healing literacies; critical pedagogy; embodied pedagogy; teacher research; trauma; wholeness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cariaga, S. M. (2018). Pedagogies of Wholeness: Cultivating Critical Healing Literacies with Students of Color in an Embodied English Classroom. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2nk5v5fp

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cariaga, Stephanie Michele. “Pedagogies of Wholeness: Cultivating Critical Healing Literacies with Students of Color in an Embodied English Classroom.” 2018. Thesis, UCLA. Accessed January 28, 2021. http://www.escholarship.org/uc/item/2nk5v5fp.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cariaga, Stephanie Michele. “Pedagogies of Wholeness: Cultivating Critical Healing Literacies with Students of Color in an Embodied English Classroom.” 2018. Web. 28 Jan 2021.

Vancouver:

Cariaga SM. Pedagogies of Wholeness: Cultivating Critical Healing Literacies with Students of Color in an Embodied English Classroom. [Internet] [Thesis]. UCLA; 2018. [cited 2021 Jan 28]. Available from: http://www.escholarship.org/uc/item/2nk5v5fp.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cariaga SM. Pedagogies of Wholeness: Cultivating Critical Healing Literacies with Students of Color in an Embodied English Classroom. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/2nk5v5fp

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Landim, Denise Silva Paes. O inglês da EJA para a vida: letramentos sociais e escolares refletidos.

Degree: Mestrado, Estudos Lingüísticos e Literários em Inglês, 2015, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-10092015-154351/ ;

►

Este trabalho é fruto de uma pesquisa qualitativa-interpretativa, de cunho etnográfico, que visou compreender as relações entre letramentos escolares e letramentos sociais entre alunos de… (more)

▼

Este trabalho é fruto de uma pesquisa qualitativa-interpretativa, de cunho etnográfico, que visou compreender as relações entre letramentos escolares e letramentos sociais entre alunos de Educação de Jovens e Adultos (EJA). A coleta de dados ocorreu em duas comunidades escolares, localizadas na cidade de São Paulo, com suas respectivas professoras, por meio da observação de aulas, entrevistas formais e informais e questionários. Para compreender as relações entre letramentos escolares e sociais no contexto investigado, baseamos nossas análises nos estudos de letramentos novos letramentos, multiletramentos, letramento crítico (KALANTZIS e COPE, 2003, 2005, 2008, 2012, 2013; GEE, 2004; KRESS 2003, 2011; LANKSHEAR e KNOBEL, 2007, 2011; LEMKE 2010; MONTE MÓR, 2006, 2007, 2013; MENEZES DE SOUZA, 2011) que levam em conta os efeitos educacionais das mudanças sociais, culturais, econômicas e políticas advindas da globalização e da cultura midiática e digital. As análises apontaram, neste contexto de Educação de Jovens e Adultos (EJA), marcadamente sensível a questões de marginalização social dos sujeitos por ela atendidos, para tanto distanciamentos e quanto aproximações entre ambos os tipos de letramento, evidenciando as relações conflituosas entre as concepções e as práticas pedagógicas observadas.

This qualitative-interpretative research, with ethnographic elements, aimed at investigating the relations between school literacies and social literacies in Adult Education . Its data was collected in two school communities, in the city of São Paulo, with their respective teachers, through class observation, formal and informal interviews and questionnaires. In order to understand such relations in the targeted context, we based our analyses in the literacies studies new literacies, multiliteracies, critical literacies (KALANTZIS e COPE, 2003, 2005, 2008, 2012, 2013; GEE, 2004; KRESS 2003, 2011; LANKSHEAR e KNOBEL, 2007, 2011; LEMKE 2010; MONTE MÓR, 2006, 2007, 2013; MENEZES DE SOUZA, 2011), which take into consideration educational effects towards the social, cultural, economic and political changes resulting from globalization and media and digital culture. Our analysis pointed that, especially in the context of Adult Education, markedly sensitive to issues of social marginalization of the subjects it serves, there are both distance and approximation of the two types of literacies, highlighting conflicted relations between pedagogical concepts and practices which were observed.

Advisors/Committee Members: Mór, Walkyria Maria Monte.

Subjects/Keywords: Adult Education; Critical literacies; Educação de Jovens e Adultos; English as a foreign language; English language; Ensino de língua estrangeira; Letramento crítico; Língua inglesa; New literacies; Novos letramentos

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Landim, D. S. P. (2015). O inglês da EJA para a vida: letramentos sociais e escolares refletidos. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8147/tde-10092015-154351/ ;

Chicago Manual of Style (16^th Edition):

Landim, Denise Silva Paes. “O inglês da EJA para a vida: letramentos sociais e escolares refletidos.” 2015. Masters Thesis, University of São Paulo. Accessed January 28, 2021. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-10092015-154351/ ;.

MLA Handbook (7^th Edition):

Landim, Denise Silva Paes. “O inglês da EJA para a vida: letramentos sociais e escolares refletidos.” 2015. Web. 28 Jan 2021.

Vancouver:

Landim DSP. O inglês da EJA para a vida: letramentos sociais e escolares refletidos. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2021 Jan 28]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-10092015-154351/ ;.

Council of Science Editors:

Landim DSP. O inglês da EJA para a vida: letramentos sociais e escolares refletidos. [Masters Thesis]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-10092015-154351/ ;

14. ZULEICA APARECIDA CABRAL. RECONFIGURAÇÕES TECNOLÓGICAS NA ESCOLA: AS PRÁTICAS DE LETRAMENTO DIGITAL NA VISÃO DOS PROFESSORES.

Degree: 2013, UNIVERSIDADE ESTADUAL DE PONTA GROSSA

URL: http://www.bicen-tede.uepg.br/tde_busca/arquivo.php?codArquivo=908

►

This paper discussed the identity reconfigurations of teachers compared to the processes of integration of digital technologies into their teaching practice research focuses primarily on… (more)

▼

This paper discussed the identity reconfigurations of teachers compared to the processes of integration of digital technologies into their teaching practice research focuses primarily on the practices of digital literacies in school, since one of the related issues concerning the (re) identity configurations in a society with unprecedented technological advances amid a globalized society. These advances and changes directly affect the school and the teaching / learning. For these reasons, this thesis aimed to investigate how digital literacy practices are being viewed and used at school, if they are, from the point of view of teachers in the areas of humanities, exact and biological. The specific objectives was to: a) see how the digital literacy practices are being seen in school, b) describe whether the practices of digital literacies are worked in school by teachers in their classroom practices and to what extent this occurs and c) investigate identity configurations of teachers, effective participants in cyberspace through blogs, as autobiographical writing aimed at critical reflection on own performance. The theoretical part listed for this work was Braga (2005), Freitas (2010);Buzato (2010); Coscarelli (2007), Moran (2007), Hall (2006), Bauman (2005), Giddens (1991, 2002) among others. The research took place in two schools in the interior of Paraná,being a public school and a private school, and research participants are teachers who work at the two schools. The research is predominantly qualitative in view of their instruments and technical procedures employed, and these questionnaires, blogs created by teachers participating in which are found the perceptions of working with digital language classroom, group discussions with participants to debate about the use of digital technologies in teaching practice. Therefore, the research was characterized with mixed method research. It is especially important to note that this research craved contribute to teachers working through the practices of literacies / digital literacies and discussion groups, to reflect on new digital technologies in the classroom and also could adopt them before this virtual universe that gather individuals in a society filled with machines and digital equipment. Furthermore, we sought to achieve results that provide better understandings of the practices of literacies / digital literacies and the need for inclusion in the digital world, as well as issues related to the (re) shaping the identity of teachers in this environment

Neste trabalho,discute-se as reconfigurações identitárias dos professores ante aos processos de inserção de tecnologias digitais na prática docente A pesquisa tem como foco principal as práticas de letramentos digitais na escola, posto que uma das questões correlacionadas diz respeito às (re)configurações identitárias em uma sociedade com avanços tecnológicos sem precedentes em meio a uma sociedade globalizada. Esses avanços e mudanças afetam diretamente a escola e os processos de ensino/aprendizagem. Por essas…

Advisors/Committee Members: Djane Antonucci Correa, Aparecida de Jesus Ferreira, Marcelo El Khouri Buzato.

Subjects/Keywords: tecnologia e educação; práticas de letramentos/letramentos digital; (Re)configurações identitárias; reflexão crítica; prática docente; technology and education; practices literacies / digital literacies, (Re) identity; configurations, critical reflection; teaching practice; LINGUISTICA

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

CABRAL, Z. A. (2013). RECONFIGURAÇÕES TECNOLÓGICAS NA ESCOLA: AS PRÁTICAS DE LETRAMENTO DIGITAL NA VISÃO DOS PROFESSORES. (Thesis). UNIVERSIDADE ESTADUAL DE PONTA GROSSA. Retrieved from http://www.bicen-tede.uepg.br/tde_busca/arquivo.php?codArquivo=908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

CABRAL, ZULEICA APARECIDA. “RECONFIGURAÇÕES TECNOLÓGICAS NA ESCOLA: AS PRÁTICAS DE LETRAMENTO DIGITAL NA VISÃO DOS PROFESSORES.” 2013. Thesis, UNIVERSIDADE ESTADUAL DE PONTA GROSSA. Accessed January 28, 2021. http://www.bicen-tede.uepg.br/tde_busca/arquivo.php?codArquivo=908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

CABRAL, ZULEICA APARECIDA. “RECONFIGURAÇÕES TECNOLÓGICAS NA ESCOLA: AS PRÁTICAS DE LETRAMENTO DIGITAL NA VISÃO DOS PROFESSORES.” 2013. Web. 28 Jan 2021.

Vancouver:

CABRAL ZA. RECONFIGURAÇÕES TECNOLÓGICAS NA ESCOLA: AS PRÁTICAS DE LETRAMENTO DIGITAL NA VISÃO DOS PROFESSORES. [Internet] [Thesis]. UNIVERSIDADE ESTADUAL DE PONTA GROSSA; 2013. [cited 2021 Jan 28]. Available from: http://www.bicen-tede.uepg.br/tde_busca/arquivo.php?codArquivo=908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

CABRAL ZA. RECONFIGURAÇÕES TECNOLÓGICAS NA ESCOLA: AS PRÁTICAS DE LETRAMENTO DIGITAL NA VISÃO DOS PROFESSORES. [Thesis]. UNIVERSIDADE ESTADUAL DE PONTA GROSSA; 2013. Available from: http://www.bicen-tede.uepg.br/tde_busca/arquivo.php?codArquivo=908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Sousa, Renata Maria Rodrigues Quirino de. Multiletramentos em aulas de Língua Inglesa no ensino público: transposições e desafios.

Degree: PhD, Estudos Lingüísticos e Literários em Inglês, 2011, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-31082012-143155/ ;

►

Esta pesquisa tem como foco transpor para a prática, em contexto de aulas de língua inglesa em uma escola pública, conceitos das teorias de letramentos… (more)

▼

Esta pesquisa tem como foco transpor para a prática, em contexto de aulas de língua inglesa em uma escola pública, conceitos das teorias de letramentos críticos (LUKE e FREEBODY, 1997; GIROUX, 2005) e multiletramentos (LANKSHEAR, SNYDER e GREEN, 2000; GEE, 2006) e analisar as questões que emergem dessa transposição. Isso é feito através de um trabalho de colaboração, em que preparamos e implementamos práticas de leitura de textos multimodais, com foco não apenas na linguagem escrita, mas também nas linguagens visuais (KRESS, 2003). São utilizadas propagandas de revistas americanas, bem como um site em LI com informações sobre filmes. O processo de leitura proposto engloba inferências de significados na LI e também reflexões críticas a partir das imagens e dos textos escritos. A análise dos dados se baseia no conceito de objetividade entre parênteses, de Maturana (2001), segundo o qual não existe uma realidade externa ao observador, mas, sim, realidades que o observador ajuda a construir ao olhar para o contexto pesquisado. Entre as questões que emergem dessa transposição estão: o papel da língua materna nas aulas de línguas estrangeiras; as diferenças conceituais entre as propostas dos (multi)letramentos críticos e da abordagem comunicativa; os encontros, desencontros e a circulação de poderes que acontecem ao longo do processo (FOUCAULT, (1987 [1975]). As práticas propostas auxiliaram no desenvolvimento de ferramentas para a leitura em LI bem como para a reflexão crítica acerca de questões sociais que estão sempre presentes nos usos da leitura e da escrita (SOARES, 2004 [1998]). Ressalta-se que certas ausências trouxeram contribuições para as reflexões levantadas no presente estudo.

This research aims to transpose into practice, in the context of English classes in a public school, concepts of the theories of critical literacies (LUKE e FREEBODY, 1997; GIROUX, 2005) and multiliteracies (LANKSHEAR, SNYDER e GREEN, 2000; GEE, 2006) and to analyse questions that emerge from this process. It is done through a collaborative research, in which the researcher and the collaborative teacher prepared and implemented, together, reading practices of multimodal texts with focus not only in the written language but also in the visual languages (Kress, 2003). Magazine ads and a website about movies are used for this purpose. The reading process proposed englobes meaning inferences as well as critical thinking in relation to the images and written texts. The data analysis is based on the concept of objectivity between parenthesis from Maturana (2001), according to which there is no reality external to the observer; on the contrary, there are realities that the observer helps to build as he/she looks into the investigated context. Among the questions that emerged from this study are: the role of the mother tongue in the foreign language classes; the conceptual differences between the (multi)literacies and the communicative approach; the encounters, mismatches and the circulation of powers that took place along the process…

Advisors/Committee Members: Mór, Walkyria Maria Monte.

Subjects/Keywords: Aprendizagem de língua inglesa; Collaborative research; Critical literacies; English language learning; Escola pública; Letramentos críticos; Multiletramentos; Multiliteracies; Pesquisa colaborativa; Public schools

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sousa, R. M. R. Q. d. (2011). Multiletramentos em aulas de Língua Inglesa no ensino público: transposições e desafios. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8147/tde-31082012-143155/ ;

Chicago Manual of Style (16^th Edition):

Sousa, Renata Maria Rodrigues Quirino de. “Multiletramentos em aulas de Língua Inglesa no ensino público: transposições e desafios.” 2011. Doctoral Dissertation, University of São Paulo. Accessed January 28, 2021. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-31082012-143155/ ;.

MLA Handbook (7^th Edition):

Sousa, Renata Maria Rodrigues Quirino de. “Multiletramentos em aulas de Língua Inglesa no ensino público: transposições e desafios.” 2011. Web. 28 Jan 2021.

Vancouver:

Sousa RMRQd. Multiletramentos em aulas de Língua Inglesa no ensino público: transposições e desafios. [Internet] [Doctoral dissertation]. University of São Paulo; 2011. [cited 2021 Jan 28]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-31082012-143155/ ;.

Council of Science Editors:

Sousa RMRQd. Multiletramentos em aulas de Língua Inglesa no ensino público: transposições e desafios. [Doctoral Dissertation]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-31082012-143155/ ;

16. Mattos, Andréa Machado de Almeida. O ensino de Inglês como língua estrangeira na escola pública: novos letramentos, globalização e cidadania.

Degree: PhD, Estudos Lingüísticos e Literários em Inglês, 2011, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-04042012-153310/ ;

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Esta pesquisa investigou a atuação pedagógica de três professores de inglês como LE na escola pública, que participaram de um curso de formação continuada, tendo… (more)

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Esta pesquisa investigou a atuação pedagógica de três professores de inglês como LE na escola pública, que participaram de um curso de formação continuada, tendo por base as teorias dos novos letramentos, multiletramentos e letramento crítico. Alguns dos objetivos específicos deste trabalho foram investigar a utilização pelo professor das teorias sobre novos letramentos, multiletramentos e letramento crítico na sala de aula de inglês como LE, identificar, na ação do professor de inglês como LE, os procedimentos didático-pedagógicos que refletem ações locais em oposição a ações globais, e compreender como essas ações do professor podem influenciar o processo de ensino/aprendizagem. Por fim, analisou-se como a atuação pedagógica do professor pode contribuir para a formação da cidadania dos alunos envolvidos. A introdução deste trabalho apresenta os objetivos gerais e específicos que nortearam sua realização, sua justificativa, e suas premissas e perguntas de pesquisa, assim como o lócus de enunciação da pesquisadora, a metodologia utilizada, o contexto e os participantes. Os quatro capítulos centrais versam sobre temas específicos que embasaram a coleta e a análise dos dados. O Capítulo 1 revisa o conjunto de teorias que formam a perspectiva dos novos letramentos, principal base teórica deste trabalho, discorrendo sobre noções de alfabetização e letramento no sentido tradicional até chegar à visão dos letramentos, conforme autores já clássicos das principais ideias dos novos letramentos e multiletramentos. O Capítulo 2 apresenta o corpo principal de dados coletados durante esta pesquisa, analisando-os e discutindo-os com base na abordagem sociocultural para os letramentos, conforme as sugestões de Lankshear, Snyder e Green (2000). O Capítulo 3 trata de questões referentes aos recentes processos de globalização e sua influência no ensino de inglês no Brasil, principalmente no que se refere à escola pública. O Capítulo 4 debate noções tradicionais e contemporâneas de cidadania e sua relação com o ensino de inglês na escola regular, fazendo referência ao papel da língua inglesa na formação do aluno-cidadão. O capítulo final tece algumas considerações sobre a pesquisa que se referem de maneira geral a todos os temas abordados e discorre sobre as implicações da pesquisa realizada, principalmente no que diz respeito à formação do professor de inglês como LE e à educação para a cidadania.

This research investigated the pedagogic practice of three EFL teachers in public schools, who attended an in-service education course, based on the theories of new literacies, multiliteracies and critical literacy. Some of the specific objectives of this study were to investigate the use of the theories of new literacies, multiliteracies and critical literacy by the teacher in the EFL classroom, to identify, in the practice of the EFL teacher, the pedagogic procedures that reflect local actions in opposition to global actions, and to understand how these actions can influence the teaching/learning process. Finally, another specific aim…

Advisors/Committee Members: Mór, Walkyria Maria Monte.

Subjects/Keywords: Cidadania; citizenship; critical literacy; ensino de inglês como LE; Globalização; globalization; Lletramento crítico; new literacies; Novos letramentos; teaching EFL

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mattos, A. M. d. A. (2011). O ensino de Inglês como língua estrangeira na escola pública: novos letramentos, globalização e cidadania. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8147/tde-04042012-153310/ ;

Chicago Manual of Style (16^th Edition):

Mattos, Andréa Machado de Almeida. “O ensino de Inglês como língua estrangeira na escola pública: novos letramentos, globalização e cidadania.” 2011. Doctoral Dissertation, University of São Paulo. Accessed January 28, 2021. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-04042012-153310/ ;.

MLA Handbook (7^th Edition):

Mattos, Andréa Machado de Almeida. “O ensino de Inglês como língua estrangeira na escola pública: novos letramentos, globalização e cidadania.” 2011. Web. 28 Jan 2021.

Vancouver:

Mattos AMdA. O ensino de Inglês como língua estrangeira na escola pública: novos letramentos, globalização e cidadania. [Internet] [Doctoral dissertation]. University of São Paulo; 2011. [cited 2021 Jan 28]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-04042012-153310/ ;.

Council of Science Editors:

Mattos AMdA. O ensino de Inglês como língua estrangeira na escola pública: novos letramentos, globalização e cidadania. [Doctoral Dissertation]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-04042012-153310/ ;

Queensland University of Technology

17. Turner, Jane. Beyond game worlds: Story-ing storied space & the hope-full endeavour.

Degree: 2016, Queensland University of Technology

URL: http://eprints.qut.edu.au/95272/

► This thesis explores the entangled stories in software artefacts and design. An apparently simple problem of participation in a digital approach to telling cross-cultural stories… (more)

Subjects/Keywords: Computer & Video Games; Critical Literacy; Critical Pedagogy; Design; Indigenous & Traditional Knowledges; Material Culture; New Literacies; Participatory Design; Post-colonial Design; Software Culture

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Turner, J. (2016). Beyond game worlds: Story-ing storied space & the hope-full endeavour. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/95272/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Turner, Jane. “Beyond game worlds: Story-ing storied space & the hope-full endeavour.” 2016. Thesis, Queensland University of Technology. Accessed January 28, 2021. http://eprints.qut.edu.au/95272/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Turner, Jane. “Beyond game worlds: Story-ing storied space & the hope-full endeavour.” 2016. Web. 28 Jan 2021.

Vancouver:

Turner J. Beyond game worlds: Story-ing storied space & the hope-full endeavour. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2021 Jan 28]. Available from: http://eprints.qut.edu.au/95272/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Turner J. Beyond game worlds: Story-ing storied space & the hope-full endeavour. [Thesis]. Queensland University of Technology; 2016. Available from: http://eprints.qut.edu.au/95272/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Sipitanos, Konstantinos. Οι μαθητές/τριες ως συνερευνητές/τριες σε κοινότητες γραμματισμού κατά τη γλωσσική διδάσκαλία.

Degree: 2020, University of Crete (UOC); Πανεπιστήμιο Κρήτης

URL: http://hdl.handle.net/10442/hedi/48604

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This two-year research examines the possibilities and the barriers raised on a participatory action research in a critical literacy educational program in the first two… (more)

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This two-year research examines the possibilities and the barriers raised on a participatory action research in a critical literacy educational program in the first two years of the Junior High School, which aimed at the promotion of the “student’s voice’’. Main component of the research is the ways, with which the teacher – writer of the PhD thesis collaborated with the students in order to co-design and co-analyse the present research through reflectional practices and analyses. Teaching is conceived as a curriculum macro-genre constructed be other genres (Christie, 2002). The genres derive both from the polyphonic critical literacy approach and from the student’s participation in the data production and analysis. Specifically, the students participated actively in the decision making, the data production and the data analyses itself through the promotion of their interpretations and their unique insights. The validity of the research is based on the methodological values of the participatory action research and the values of the qualitative research in general combined with polyphonic critical literacies educational program. The participation was beneficial since the students were motivated and participated actively, by dealing with the contradictions that were raised, deciding about the educational processes and taking decisions. Through this engagement the feeling of ownership was enhanced, transforming them from active learners to active citizens.

Η έρευνα αυτή παρουσιάζει τις περιπλοκότητες και τις δυνατότητες εμπλοκής των μαθητών ως συν-ερευνητριών σε προγράμματα κριτικής γλωσσικής εκπαίδευσης στα πρώτα δύο χρόνια της Δευτεροβάθμιας Εκπαίδευσης στο Γυμνάσιο στο πλαίσιο μιας συμμετοχικής έρευνας-δράσης με σκοπό την ανάδειξη της «φωνής των μαθητών». Στην έρευνα αυτή κατανοεί τη διδασκαλία ως ένα μακροκειμενικό είδος (curriculum macro-genre), το οποίο συγκροτείται από επιμέρους κειμενικά είδη (Christie, 2002). Στην παρούσα εκπαιδευτική συνθήκη αναδεικνύεται ο τρόπος με τον οποίο συν-δημιουργήθηκαν από τον εκπαιδευτικό- ερευνητή και συγγραφέα της διατριβής και τους μαθητές/τριες, οι κατάλληλες προϋποθέσεις και πάρθηκαν από κοινού οι αποφάσεις ως αποτέλεσμα εκτενών αναστοχαστικών πρακτικών και αναλύσεων. Τα επιμέρους κειμενικά είδη παράχθηκαν και από το πολυφωνικό πρόγραμμα κριτικού γραμματισμού και από τη συμμετοχή των μαθητών/τριων στην παραγωγή και ανάλυση δεδομένων κατά την ερευνητική διαδικασία. Πιο συγκεκριμένα, οι μαθητές/τριες ως συνερευνητές/τριες σ’ ένα πρόγραμμα πολυφωνικής κριτικής εκπαίδευσης ενεπλάκησαν στην παραγωγή των δεδομένων και συνέβαλαν καταλυτικά στην ερμηνεία τους συν-αναλύοντας τις οπτικές τους. Τα δεδομένα που συλλέχτηκαν και οι συνεισφορές των συμμετεχόντων, εκπαιδευτικού και μαθητών, προσδίδουν εγκυρότητα και αξία στους όρους ποιότητας της παρούσας συμμετοχικής έρευνας-δράσης και στο βάθος και στη σημασία των ερμηνειών που επιχειρούνται. Παράλληλα, οι μαθητές/τριες ωφελήθηκαν από την εμπειρία αυτή, καθώς αναπτύχθηκαν κίνητρα, συζητήθηκαν διλήμματα και αντιφάσεις, πάρθηκαν αποφάσεις…

Subjects/Keywords: Συμμετοχική έρευνα δράση; Κριτικός γραμματισμός; Πολυφωνία; Ετερογλωσσία; Κριτική ανάλυση λόγου; Δημοκρατική γνώση; Participatory action research; Critical literacies; Polyphony; Heteroglossia; Critical discourse analysis; Knowledge democracy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sipitanos, K. (2020). Οι μαθητές/τριες ως συνερευνητές/τριες σε κοινότητες γραμματισμού κατά τη γλωσσική διδάσκαλία. (Thesis). University of Crete (UOC); Πανεπιστήμιο Κρήτης. Retrieved from http://hdl.handle.net/10442/hedi/48604

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sipitanos, Konstantinos. “Οι μαθητές/τριες ως συνερευνητές/τριες σε κοινότητες γραμματισμού κατά τη γλωσσική διδάσκαλία.” 2020. Thesis, University of Crete (UOC); Πανεπιστήμιο Κρήτης. Accessed January 28, 2021. http://hdl.handle.net/10442/hedi/48604.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sipitanos, Konstantinos. “Οι μαθητές/τριες ως συνερευνητές/τριες σε κοινότητες γραμματισμού κατά τη γλωσσική διδάσκαλία.” 2020. Web. 28 Jan 2021.

Vancouver:

Sipitanos K. Οι μαθητές/τριες ως συνερευνητές/τριες σε κοινότητες γραμματισμού κατά τη γλωσσική διδάσκαλία. [Internet] [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2020. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/10442/hedi/48604.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sipitanos K. Οι μαθητές/τριες ως συνερευνητές/τριες σε κοινότητες γραμματισμού κατά τη γλωσσική διδάσκαλία. [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2020. Available from: http://hdl.handle.net/10442/hedi/48604

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arkansas

19. French, Seth D. Critical Approaches to Digital Video Composition and Media Literacy in Preservice Teacher and High School Contexts: Understanding Students’ Perspectives.

Degree: PhD, 2020, University of Arkansas

URL: https://scholarworks.uark.edu/etd/3747

► The first of the following manuscripts explores graduate-level preservice teachers’ responses to a critical digital video project in the context of a Disciplinary Literacies… (more)

▼ The first of the following manuscripts explores graduate-level preservice teachers’ responses to a critical digital video project in the context of a Disciplinary Literacies course. This study was particularly interested in the preservice teachers’ obstacles and collaborations they experienced while completing the project, as well as future applications they envisioned for the project in their own classrooms. Findings reveal common obstacles that many preservice teachers experienced throughout the composition process as well as key differences that contributed to some having a more favorable experience with the project than others. The study also identifies insights preservice teachers gained from the critical aspect of the project. The manuscript concludes with considerations of how their respective disciplines impacted the preservice teachers’ experiences with the project, how the instructional approach to implementing the project could be modified, why the project is relevant in a Disciplinary Literacies context, and why critical digital literacies are imperative in K-12 contexts. The second manuscript employs a similar approach to the methods and content of the first manuscript, studying high school students’ responses to the same critical digital video project in the context of a Media Literacy course. This study was also interested in the obstacles students experienced while completing the project as well as its applications, though their applications were strictly from a student’s perspective rather than a preservice teacher’s applications for a future classroom. The study also sought to understand whether the project impacted students’ stances toward contemporary issues. Findings reveal that some obstacles were necessary to facilitate student learning, while others hindered the learning process; applications for the project were mostly confined to the classroom; and responses to the critical aspect of the project varied. The manuscript concludes with arguments for mitigating hindrances to students’ access to participatory cultures in the K-12 classroom and increasing opportunities for critical interrogation through multimodal composition. The final manuscript studies the same high school Media Literacy students from the second manuscript, this time for the purpose of gaining a better understanding of their media literacy and critical media literacy development through the lens of their experiences in the course. Field notes and 28 students’ responses to course assignments, questionnaires, and interviews throughout the semester comprised the data set. Most students experienced slight progress in their engagement with media literacy and critical media literacy concepts, some experienced substantial progress, and others’ engagement was either unclear or ideologically concerning. Findings shed light on how courses like this can facilitate students’ development of media literacy and critical media literacy and also show promise for integrating similar courses into the K-12… Advisors/Committee Members: Christian Z. Goering, Vicki S. Collet, Jason L. Endacott.

Subjects/Keywords: critical digital literacies; critical media literacy; detournement; digital video composition; media literacy; secondary education; Curriculum and Instruction; Educational Methods; Secondary Education; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

French, S. D. (2020). Critical Approaches to Digital Video Composition and Media Literacy in Preservice Teacher and High School Contexts: Understanding Students’ Perspectives. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3747

Chicago Manual of Style (16^th Edition):

French, Seth D. “Critical Approaches to Digital Video Composition and Media Literacy in Preservice Teacher and High School Contexts: Understanding Students’ Perspectives.” 2020. Doctoral Dissertation, University of Arkansas. Accessed January 28, 2021. https://scholarworks.uark.edu/etd/3747.

MLA Handbook (7^th Edition):

French, Seth D. “Critical Approaches to Digital Video Composition and Media Literacy in Preservice Teacher and High School Contexts: Understanding Students’ Perspectives.” 2020. Web. 28 Jan 2021.

Vancouver:

French SD. Critical Approaches to Digital Video Composition and Media Literacy in Preservice Teacher and High School Contexts: Understanding Students’ Perspectives. [Internet] [Doctoral dissertation]. University of Arkansas; 2020. [cited 2021 Jan 28]. Available from: https://scholarworks.uark.edu/etd/3747.

Council of Science Editors:

French SD. Critical Approaches to Digital Video Composition and Media Literacy in Preservice Teacher and High School Contexts: Understanding Students’ Perspectives. [Doctoral Dissertation]. University of Arkansas; 2020. Available from: https://scholarworks.uark.edu/etd/3747

20. Bezerra, Selma Silva. Novos letramentos e ensino de língua inglesa : uma pesquisa-ação em comunidades de baixa renda.

Degree: 2011, Universidade Federal de Alagoas

URL: http://www.repositorio.ufal.br/handle/riufal/513

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This study aims at investigating what kind of teaching-learning process Brazilian students go through when they learn English with focus on New Literacies for a… (more)

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This study aims at investigating what kind of teaching-learning process Brazilian students go through when they learn English with focus on New Literacies for a semester in 2010. The students are from two poor communities in Maceió, in the state of Alagoas. The methodological approach was based on action research (ANDRÉ, 2004) and the collecting data procedures were field notes, questionnaires, interviews recorded in audio and video. The theoretical underpinnings were based on Applied Linguistics assumptions and on some concepts such as, new literacies (NEW LONDON GROUP,1996;COPE & KALANTZIS,2008), critical pedagogy (KRAMSCH, 1993) and active responsive production (ZOZZOLI, 2006). The results reveal that using the three activities developed in the classroom within the New Literacies pedagogy made the students participate consciously and sometimes critically. Each activity aimed at working with a different design (NEW LONDON GROUP, 1996). The first activity was for the students to produce a presentation in which students should first analyze the context of some images (visual design) in order to choose appropriate linguistic elements (linguistic design); the second one was meant to use relationship websites in order to write a profile, the task also demanded students to choose adequate linguistic elements (linguistic design); the third one aimed at producing a slogan (linguistic design) through analyzing video images (visual design) that dealt with social topics (violence, sexual abuse and environmental preservation) in which students had to build up their arguments and write about them. The results also reveal that the teacher-researcher has undergone a self-reflection process. She is more aware of her teacher talking time in classroom and feels more confident when she conducts activities in classroom and when she has to take instant decisions.

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Este estudo tem como objetivo investigar o processo de ensino-aprendizagem de alunos de duas comunidades de baixa renda da cidade de Maceió durante um semestre letivo. O semestre em questão teve como foco o ensino da língua inglesa com ênfase nos novos letramentos visando desencadear uma consciência crítica sobre os temas discutidos. A metodologia de pesquisa escolhida foi à pesquisa-ação (ANDRÉ, 2004), e os procedimentos utilizados para a coleta dos dados foram notas de campo, questionário, entrevista, gravações em áudio e vídeo. A fundamentação teórica se baseou nos pressupostos da Linguística Aplicada e nos conceitos dos novos letramentos (NEW LONDON GROUP,1996; COPE & KALANTZIS,2008), da pedagogia crítica (FREIRE, 2005; KRAMSCH, 1993) e da produção responsiva ativa (ZOZZOLI, 2006). Os resultados sinalizam que a condução das três atividades desenvolvidas com nuances dos novos letramentos promoveu a participação dos alunos com posicionamentos conscientes e alguns críticos. Cada atividade trabalhou com um tipo de design (NEW LONDON GROUP, 1996). A primeira objetivou a produção de uma apresentação na qual…

Advisors/Committee Members: Ifa, Sergio, CPF:09142272890, http://lattes.cnpq.br/5731503098918984, Tavares, Roseanne Rocha, CPF:38236214400, http://lattes.cnpq.br/4961168921977877, Montemór, Walkyria, CPF:32439245704, http://lattes.cnpq.br/5539890496701947.

Subjects/Keywords: Novos letramentos; Consciência crítica; Comunidade de baixa renda; Pesquisa-ação; New literacies; Critical awareness; Poor communities; Action research; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bezerra, S. S. (2011). Novos letramentos e ensino de língua inglesa : uma pesquisa-ação em comunidades de baixa renda. (Masters Thesis). Universidade Federal de Alagoas. Retrieved from http://www.repositorio.ufal.br/handle/riufal/513

Chicago Manual of Style (16^th Edition):

Bezerra, Selma Silva. “Novos letramentos e ensino de língua inglesa : uma pesquisa-ação em comunidades de baixa renda.” 2011. Masters Thesis, Universidade Federal de Alagoas. Accessed January 28, 2021. http://www.repositorio.ufal.br/handle/riufal/513.

MLA Handbook (7^th Edition):

Bezerra, Selma Silva. “Novos letramentos e ensino de língua inglesa : uma pesquisa-ação em comunidades de baixa renda.” 2011. Web. 28 Jan 2021.

Vancouver:

Bezerra SS. Novos letramentos e ensino de língua inglesa : uma pesquisa-ação em comunidades de baixa renda. [Internet] [Masters thesis]. Universidade Federal de Alagoas; 2011. [cited 2021 Jan 28]. Available from: http://www.repositorio.ufal.br/handle/riufal/513.

Council of Science Editors:

Bezerra SS. Novos letramentos e ensino de língua inglesa : uma pesquisa-ação em comunidades de baixa renda. [Masters Thesis]. Universidade Federal de Alagoas; 2011. Available from: http://www.repositorio.ufal.br/handle/riufal/513

Texas Tech University

21. Bustos, Charlene D. Creating a Sense of Place: Using Multiple Literacies to Help Students Understand Geography.

Degree: 2010, Texas Tech University

URL: http://hdl.handle.net/2346/ETD-TTU-2010-12-1268

► Globalization is ever-apparent in our economy, our media, and our political stature, suggesting geography truly is a life-skill. In the current test-driven educational climate, certain… (more)

▼ Globalization is ever-apparent in our economy, our media, and our political stature, suggesting geography truly is a life-skill. In the current test-driven educational climate, certain subjects which are not under the high-stakes testing agenda get short-changed due to time-constraints and administrative pressures. One such subject is geography—a sub-topic under the umbrella of social studies. The expository text in the state-adopted textbooks provides some basic information of the topic being studied, but is frequently written in a dry, difficult, convoluted style, which often inhibits student engagement. Textbooks do not contain sufficient text or in-depth information on topics to offer experiences students need to develop critical and evaluative reading skills. This qualitative case study investigated the strategies employed by one fifth grade social studies classroom teacher as she used multiple literacies to teach social studies with a focus on geography. Data sources included detailed field notes of researcher’s observations, questionnaires and surveys (teacher and students), focus groups, transcripts of interviews with the teacher and participating students, teacher lesson plans, teacher planning resources, teacher and researcher reflective journals, and student work samples of classroom assignments. Findings revealed three themes for supporting geographic learning: storytelling as a vehicle for transmediation; writing and drawing as tools for representation; and authentic learning in a socially-safe environment. Findings also revealed that a classroom teacher can teach and meet the state and local standards while at the same time nurture an enthusiasm for learning. Vertical alignment of curriculum, teacher collaboration and student choices within parameters were key elements of the results. In general, conclusions indicate implications for the education community in the areas of classroom teacher practices, school administrator involvement and support, teacher educator institutions, curricula writers, and educational researchers. Advisors/Committee Members: Todd, Reese (Committee Chair), Lesley, Mellinee (Committee Chair), Johnson, Peggy (committee member), McMillan, Sally (committee member).

Subjects/Keywords: Multiple literacies; Critical literacy; Geography; Social studies; Children's literature; Integrated curriculum; Upper elementary

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APA (6^th Edition):

Bustos, C. D. (2010). Creating a Sense of Place: Using Multiple Literacies to Help Students Understand Geography. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/ETD-TTU-2010-12-1268

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bustos, Charlene D. “Creating a Sense of Place: Using Multiple Literacies to Help Students Understand Geography.” 2010. Thesis, Texas Tech University. Accessed January 28, 2021. http://hdl.handle.net/2346/ETD-TTU-2010-12-1268.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bustos, Charlene D. “Creating a Sense of Place: Using Multiple Literacies to Help Students Understand Geography.” 2010. Web. 28 Jan 2021.

Vancouver:

Bustos CD. Creating a Sense of Place: Using Multiple Literacies to Help Students Understand Geography. [Internet] [Thesis]. Texas Tech University; 2010. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/2346/ETD-TTU-2010-12-1268.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bustos CD. Creating a Sense of Place: Using Multiple Literacies to Help Students Understand Geography. [Thesis]. Texas Tech University; 2010. Available from: http://hdl.handle.net/2346/ETD-TTU-2010-12-1268

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Ray, Brandi R. More than tools : can media literacy emerge from teacher development in technology? : a narrative study.

Degree: EdD, Baylor University. Dept. of Curriculum & Instruction., 2015, Baylor University

URL: http://hdl.handle.net/2104/9486

► Media literacy challenges both students and teachers alike to think carefully and critically about the media and new technology tools. The purpose of this narrative… (more)

Subjects/Keywords: Media literacy. Educational technology. Professional development. Pre-service teacher education. Digital literacies. Multiple literacies. Critical thinking. Media literacy education.

…Literacy, 2005, p. 1) 2) What attitudes toward new, multiple, and critical literacies… …LIST OF TABLES Table Page 1. Core Concepts and Key Questions 35 2. Critical-Thinking… …x28;2013) teachers defined 21st century literacies as “a collection of cultural and… …possess a wide range of abilities and competencies, or many literacies. These literacies are… …print and electronic media. The fundamental objective of media literacy is critical autonomy…

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APA (6^th Edition):

Ray, B. R. (2015). More than tools : can media literacy emerge from teacher development in technology? : a narrative study. (Doctoral Dissertation). Baylor University. Retrieved from http://hdl.handle.net/2104/9486

Chicago Manual of Style (16^th Edition):

Ray, Brandi R. “More than tools : can media literacy emerge from teacher development in technology? : a narrative study.” 2015. Doctoral Dissertation, Baylor University. Accessed January 28, 2021. http://hdl.handle.net/2104/9486.

MLA Handbook (7^th Edition):

Ray, Brandi R. “More than tools : can media literacy emerge from teacher development in technology? : a narrative study.” 2015. Web. 28 Jan 2021.

Vancouver:

Ray BR. More than tools : can media literacy emerge from teacher development in technology? : a narrative study. [Internet] [Doctoral dissertation]. Baylor University; 2015. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/2104/9486.

Council of Science Editors:

Ray BR. More than tools : can media literacy emerge from teacher development in technology? : a narrative study. [Doctoral Dissertation]. Baylor University; 2015. Available from: http://hdl.handle.net/2104/9486

23. Toomey, Nisha. Literacy on Lockdown: An Ethnographic Experience in English Assessment .

Degree: 2011, University of Ottawa

URL: http://hdl.handle.net/10393/20470

► This research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT).… (more)

Subjects/Keywords: Education in Ontario; EQAO; Ethnography; Standardized testing; Critical literacy; Multiple literacies; Critical pedagogy

…simultaneously recognizing that one is a part of it. A critical reading- a naming of one’s own… …critical literacy. When one reads a situation with a vested interest, the result is to rethink… …of glorious wonder, exploration, problem-solving and critical thinking. The ironic… …problems? Does our English curriculum here in Ontario support critical pedagogy, studentgenerated… …multiple literacies approach to literacy education?  What effect does the test have on…

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APA (6^th Edition):

Toomey, N. (2011). Literacy on Lockdown: An Ethnographic Experience in English Assessment . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/20470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Toomey, Nisha. “Literacy on Lockdown: An Ethnographic Experience in English Assessment .” 2011. Thesis, University of Ottawa. Accessed January 28, 2021. http://hdl.handle.net/10393/20470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Toomey, Nisha. “Literacy on Lockdown: An Ethnographic Experience in English Assessment .” 2011. Web. 28 Jan 2021.

Vancouver:

Toomey N. Literacy on Lockdown: An Ethnographic Experience in English Assessment . [Internet] [Thesis]. University of Ottawa; 2011. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/10393/20470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Toomey N. Literacy on Lockdown: An Ethnographic Experience in English Assessment . [Thesis]. University of Ottawa; 2011. Available from: http://hdl.handle.net/10393/20470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Hawaii

24. Desai, Maharaj. Reading, Naming, and Changing the World: Youth Participatory Action Research in a Hawaiʻi School.

Degree: 2019, University of Hawaii

URL: http://hdl.handle.net/10125/62293

Subjects/Keywords: Education; Ethnic studies; Multicultural education; Critical Literacies; Critical Pedagogy; Place-Based Education; Settler Colonialism; Solidarity; YPAR

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APA (6^th Edition):

Desai, M. (2019). Reading, Naming, and Changing the World: Youth Participatory Action Research in a Hawaiʻi School. (Thesis). University of Hawaii. Retrieved from http://hdl.handle.net/10125/62293

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Desai, Maharaj. “Reading, Naming, and Changing the World: Youth Participatory Action Research in a Hawaiʻi School.” 2019. Thesis, University of Hawaii. Accessed January 28, 2021. http://hdl.handle.net/10125/62293.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Desai, Maharaj. “Reading, Naming, and Changing the World: Youth Participatory Action Research in a Hawaiʻi School.” 2019. Web. 28 Jan 2021.

Vancouver:

Desai M. Reading, Naming, and Changing the World: Youth Participatory Action Research in a Hawaiʻi School. [Internet] [Thesis]. University of Hawaii; 2019. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/10125/62293.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Desai M. Reading, Naming, and Changing the World: Youth Participatory Action Research in a Hawaiʻi School. [Thesis]. University of Hawaii; 2019. Available from: http://hdl.handle.net/10125/62293

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Caban, Heather Leigh. Global Literacies: Reading and Writing One's World in the Context of Globalization.

Degree: Education, 2012, UCLA

URL: http://www.escholarship.org/uc/item/29v0438d

► Freire wrote that reading one's world is a necessary precursor to writing it, or conscienzation. The present dissertation, expanding on Kellner's concept of multiple literacies… (more)

Subjects/Keywords: Education; action research; Critical Theory; English Language Teaching; globalization; media literacy; new literacies

…106 Table 4. Critical Literacies As They Relate To Life Domains… …New Literacies, focusing on critical media literacy (CML) and what I am choosing… …64 Section Two: Theorizing Global Literacies… …105 Chapter 5: New and Multiple Literacies… …109 B. New and Multiple Literacies…

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APA (6^th Edition):

Caban, H. L. (2012). Global Literacies: Reading and Writing One's World in the Context of Globalization. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/29v0438d

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Caban, Heather Leigh. “Global Literacies: Reading and Writing One's World in the Context of Globalization.” 2012. Thesis, UCLA. Accessed January 28, 2021. http://www.escholarship.org/uc/item/29v0438d.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Caban, Heather Leigh. “Global Literacies: Reading and Writing One's World in the Context of Globalization.” 2012. Web. 28 Jan 2021.

Vancouver:

Caban HL. Global Literacies: Reading and Writing One's World in the Context of Globalization. [Internet] [Thesis]. UCLA; 2012. [cited 2021 Jan 28]. Available from: http://www.escholarship.org/uc/item/29v0438d.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Caban HL. Global Literacies: Reading and Writing One's World in the Context of Globalization. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/29v0438d

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Michigan

26. Salchak, Steven Patrick. Developing a land ethic for ecocomposition theory and pedagogy: A place-based approach to teaching critical and ecological literacies as part of academic literacy.

Degree: PhD, Rhetoric, 2003, University of Michigan

URL: http://hdl.handle.net/2027.42/123689

► In this dissertation I present the pedagogy and pedagogical reasoning of a composition and rhetoric specialist theorizing an ethical framework for teaching academic literacy. I… (more)

▼ In this dissertation I present the pedagogy and pedagogical reasoning of a composition and rhetoric specialist theorizing an ethical framework for teaching academic literacy. I do this in six chapters. In the first chapter, I outline the disciplinary, epistemological, and civic principles that guide my pedagogical reasoning. In the second chapter, I analyze academic disciplines as disciplinary processes of meaning making and derive from this analysis a rationale for teaching critical and ecological literacies as part of academic literacy. In the third chapter, I expand this rationale by using location theory to develop an ecologically informed theory of place as a critical lens and curricular principle. In the fourth chapter, I use this theory of place to inform the concept of placed authorship and to derive from it the curricular goal of helping composition students become borderland inhabitants of academic places. In the fifth chapter, I describe a place-based composition pedagogy designed to facilitate student entry into academic discourse by teaching students critical and ecological literacies as part of academic literacy. Having developed a composition pedagogy that engages students in the study of writing and meaning making by using place to teach ecological and critical literacies as part of academic literacy and thereby helping them to become borderland inhabitants of academic places, in the final chapter I suggest ways that my pedagogy and its rationale can inform composition and ecocomposition theory. First, they provide a framework for rethinking goal setting, curriculum development, and academic assessment in composition. Second, they contribute to the disciplinary lexicons of composition and ecocomposition by theorizing place as a critical lens and curricular principle. And finally, they reposition composition's relationship with the academy and the world by developing a land ethic for ecocomposition theory and pedagogy. Advisors/Committee Members: Gere, Anne Ruggles (advisor), Knott, John (advisor).

Subjects/Keywords: Academic Literacy; Approach; Critical Literacy; Developing; Ecocomposition; Ecological; Land Ethic; Literacies; Part; Pedagogy; Place-based; Teaching; Theory

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APA (6^th Edition):

Salchak, S. P. (2003). Developing a land ethic for ecocomposition theory and pedagogy: A place-based approach to teaching critical and ecological literacies as part of academic literacy. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/123689

Chicago Manual of Style (16^th Edition):

Salchak, Steven Patrick. “Developing a land ethic for ecocomposition theory and pedagogy: A place-based approach to teaching critical and ecological literacies as part of academic literacy.” 2003. Doctoral Dissertation, University of Michigan. Accessed January 28, 2021. http://hdl.handle.net/2027.42/123689.

MLA Handbook (7^th Edition):

Salchak, Steven Patrick. “Developing a land ethic for ecocomposition theory and pedagogy: A place-based approach to teaching critical and ecological literacies as part of academic literacy.” 2003. Web. 28 Jan 2021.

Vancouver:

Salchak SP. Developing a land ethic for ecocomposition theory and pedagogy: A place-based approach to teaching critical and ecological literacies as part of academic literacy. [Internet] [Doctoral dissertation]. University of Michigan; 2003. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/2027.42/123689.

Council of Science Editors:

Salchak SP. Developing a land ethic for ecocomposition theory and pedagogy: A place-based approach to teaching critical and ecological literacies as part of academic literacy. [Doctoral Dissertation]. University of Michigan; 2003. Available from: http://hdl.handle.net/2027.42/123689

Brock University

27. Michaels, Natasha Roseline. Freirean Radical Love and Transformative Empathy: The Multimodal Literacies of Adolescent Social Media Activism .

Degree: Department of Graduate and Undergraduate Studies in Education, Brock University

URL: http://hdl.handle.net/10464/14452

► The evolution of social media activism calls for a critique into the commonly accepted trope of adolescent political apathy and naivety. In this study, I… (more)

Subjects/Keywords: Social Media Activism; Adolescents and Multimodal Literacies; BlackLivesMatter #StudentStandUp; Radical Love; Critical-Affect-Literacy

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APA (6^th Edition):

Michaels, N. R. (n.d.). Freirean Radical Love and Transformative Empathy: The Multimodal Literacies of Adolescent Social Media Activism . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/14452

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Michaels, Natasha Roseline. “Freirean Radical Love and Transformative Empathy: The Multimodal Literacies of Adolescent Social Media Activism .” Thesis, Brock University. Accessed January 28, 2021. http://hdl.handle.net/10464/14452.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Michaels, Natasha Roseline. “Freirean Radical Love and Transformative Empathy: The Multimodal Literacies of Adolescent Social Media Activism .” Web. 28 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Michaels NR. Freirean Radical Love and Transformative Empathy: The Multimodal Literacies of Adolescent Social Media Activism . [Internet] [Thesis]. Brock University; [cited 2021 Jan 28]. Available from: http://hdl.handle.net/10464/14452.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Michaels NR. Freirean Radical Love and Transformative Empathy: The Multimodal Literacies of Adolescent Social Media Activism . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/14452

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Virginia Tech

28. Felderman, Carol Branigan. Critical Literacy and Podcasting in a 2nd Grade Classroom.

Degree: PhD, Curriculum and Instruction, 2010, Virginia Tech

URL: http://hdl.handle.net/10919/30122

► Research with young children, critical literacy and new technology is limited (Burnett, 2009; Carrington, 2006; Marsh, 2005.) The purpose of this study is to describe… (more)

Subjects/Keywords: identity; podcasting; new technology; literacy; classroom; case study; critical literacy; new literacies; Early childhood education

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APA (6^th Edition):

Felderman, C. B. (2010). Critical Literacy and Podcasting in a 2nd Grade Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30122

Chicago Manual of Style (16^th Edition):

Felderman, Carol Branigan. “Critical Literacy and Podcasting in a 2nd Grade Classroom.” 2010. Doctoral Dissertation, Virginia Tech. Accessed January 28, 2021. http://hdl.handle.net/10919/30122.

MLA Handbook (7^th Edition):

Felderman, Carol Branigan. “Critical Literacy and Podcasting in a 2nd Grade Classroom.” 2010. Web. 28 Jan 2021.

Vancouver:

Felderman CB. Critical Literacy and Podcasting in a 2nd Grade Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/10919/30122.

Council of Science Editors:

Felderman CB. Critical Literacy and Podcasting in a 2nd Grade Classroom. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/30122

University of Victoria

29. Cimon, Mimi. Social identities and psycho-social needs in adolescents’ health literate practices.

Degree: Dept. of Curriculum and Instruction, 2009, University of Victoria

URL: http://hdl.handle.net/1828/1976

► Adolescent perspectives on health and the social and literate values of their health related behaviours require exploration and examination in health literacy, as knowledge gaps… (more)

Subjects/Keywords: Health literacy; Adolescent health; Socio-cultural; Socio-ecological; Critical literacy; Adolescent mothers; Adolescent health behaviours; literate status; empowerment; critical media literacy; health education; problem behaviours; transitioning identity; social identities; out of school literacies; unconscious cognitive processes; mainstream values; multiple literacies; health promotion; UVic Subject Index::Humanities and Social Sciences

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APA (6^th Edition):

Cimon, M. (2009). Social identities and psycho-social needs in adolescents’ health literate practices. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/1976

Chicago Manual of Style (16^th Edition):

Cimon, Mimi. “Social identities and psycho-social needs in adolescents’ health literate practices.” 2009. Masters Thesis, University of Victoria. Accessed January 28, 2021. http://hdl.handle.net/1828/1976.

MLA Handbook (7^th Edition):

Cimon, Mimi. “Social identities and psycho-social needs in adolescents’ health literate practices.” 2009. Web. 28 Jan 2021.

Vancouver:

Cimon M. Social identities and psycho-social needs in adolescents’ health literate practices. [Internet] [Masters thesis]. University of Victoria; 2009. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/1828/1976.

Council of Science Editors:

Cimon M. Social identities and psycho-social needs in adolescents’ health literate practices. [Masters Thesis]. University of Victoria; 2009. Available from: http://hdl.handle.net/1828/1976

30. Sheppard, Emma Claire Handman. Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners.

Degree: 2014, University of Toronto

URL: http://hdl.handle.net/1807/43991

►

This thesis explores the issues of immigration and identity that inform the experiences of adult English language learners and which can be addressed within a… (more)

Subjects/Keywords: Adult Language Learners; English as a Second Language; Critical Pedagogy; New Literacies Studies; Practitioner Research; Identity; Immigration; Poetry; 0727

…x29;, the explicit extension of the theories of multi and critical literacies to cultural… …language education using poetry and critical classroom conversations. In the following chapter I… …the work of critical race theorists such as bell hooks (1994) and Gloria Anzaldúa… …perspective. The incorporation of critical race scholarship and feminist theories into this research… …inform their learning experience. This work is informed by an explicitly critical understanding…

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APA (6^th Edition):

Sheppard, E. C. H. (2014). Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43991

Chicago Manual of Style (16^th Edition):

Sheppard, Emma Claire Handman. “Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners.” 2014. Masters Thesis, University of Toronto. Accessed January 28, 2021. http://hdl.handle.net/1807/43991.

MLA Handbook (7^th Edition):

Sheppard, Emma Claire Handman. “Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners.” 2014. Web. 28 Jan 2021.

Vancouver:

Sheppard ECH. Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/1807/43991.

Council of Science Editors:

Sheppard ECH. Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/43991

Open Access Theses and Dissertations