Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Critical literacies). Showing records 1 – 30 of 35 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

Country

▼ Search Limiters


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

 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)

Subjects/Keywords: Critical literacies; YPAR

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

[1] [2]

.