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You searched for subject:(Literacies). Showing records 1 – 30 of 303 total matches.

[1] [2] [3] [4] [5] … [11]

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University of Rochester

1. 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)

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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 November 23, 2020. 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. 23 Nov 2020.

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 2020 Nov 23]. 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 Namibia

2. Mungongi, Fillemon. The role of English for specific purposes in enhancing workplace literacies for graduates employed in the commercial sector in Windhoek.

Degree: 2018, University of Namibia

 Contemporary tertiary institutions and workplace organisations face a raft of challenges in coping with competing demands and rapidly changing environments. Today’s challenging economic situation indicates… (more)

Subjects/Keywords: English; Workplace literacies

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APA (6th Edition):

Mungongi, F. (2018). The role of English for specific purposes in enhancing workplace literacies for graduates employed in the commercial sector in Windhoek. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/2220

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):

Mungongi, Fillemon. “The role of English for specific purposes in enhancing workplace literacies for graduates employed in the commercial sector in Windhoek.” 2018. Thesis, University of Namibia. Accessed November 23, 2020. http://hdl.handle.net/11070/2220.

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

MLA Handbook (7th Edition):

Mungongi, Fillemon. “The role of English for specific purposes in enhancing workplace literacies for graduates employed in the commercial sector in Windhoek.” 2018. Web. 23 Nov 2020.

Vancouver:

Mungongi F. The role of English for specific purposes in enhancing workplace literacies for graduates employed in the commercial sector in Windhoek. [Internet] [Thesis]. University of Namibia; 2018. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/11070/2220.

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

Council of Science Editors:

Mungongi F. The role of English for specific purposes in enhancing workplace literacies for graduates employed in the commercial sector in Windhoek. [Thesis]. University of Namibia; 2018. Available from: http://hdl.handle.net/11070/2220

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


University of Texas – Austin

3. -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

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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 November 23, 2020. 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. 23 Nov 2020.

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 2020 Nov 23]. 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


Penn State University

4. Schappe, Julie Frear. Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships.

Degree: 2013, Penn State University

 Literacy, an ideologically rooted social practice, has been researched as reading and writing word-based language; however, literacy and literacies continue to be highly contested. Social… (more)

Subjects/Keywords: adolescent literacy; literacies; place; mapping; multimodal literacies; multisituated literacies; ethnography; journey

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APA (6th Edition):

Schappe, J. F. (2013). Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17481

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):

Schappe, Julie Frear. “Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships.” 2013. Thesis, Penn State University. Accessed November 23, 2020. https://submit-etda.libraries.psu.edu/catalog/17481.

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

MLA Handbook (7th Edition):

Schappe, Julie Frear. “Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships.” 2013. Web. 23 Nov 2020.

Vancouver:

Schappe JF. Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships. [Internet] [Thesis]. Penn State University; 2013. [cited 2020 Nov 23]. Available from: https://submit-etda.libraries.psu.edu/catalog/17481.

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

Council of Science Editors:

Schappe JF. Ethnography of Adolescent Literacy: Sociocultural Understandings of Literacies, Places, Materials, and Social Relationships. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/17481

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


University of Georgia

5. Hubbard, Betty Potter. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.

Degree: 2014, University of Georgia

 The primary purpose of this study was to investigate new perspectives forming as a result of the teacher education programs that have embraced new literacies(more)

Subjects/Keywords: Teacher Education; New Literacies; Teachers as Change Agents; Resolution Literacies, Digital Literacies

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

APA (6th Edition):

Hubbard, B. P. (2014). A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26075

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):

Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2014. Thesis, University of Georgia. Accessed November 23, 2020. http://hdl.handle.net/10724/26075.

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

MLA Handbook (7th Edition):

Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2014. Web. 23 Nov 2020.

Vancouver:

Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/10724/26075.

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

Council of Science Editors:

Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26075

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


University of Alberta

6. Jack-Malik, Sandra. Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry.

Degree: PhD, Department of Elementary Education, 2012, University of Alberta

 This study is a narrative inquiry. The study follows a recursive, reflexive process which allowed me to move between telling, retelling and reliving of stories… (more)

Subjects/Keywords: Literacies, Identities, Women, narrative inquiry

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APA (6th Edition):

Jack-Malik, S. (2012). Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/8049g700s

Chicago Manual of Style (16th Edition):

Jack-Malik, Sandra. “Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry.” 2012. Doctoral Dissertation, University of Alberta. Accessed November 23, 2020. https://era.library.ualberta.ca/files/8049g700s.

MLA Handbook (7th Edition):

Jack-Malik, Sandra. “Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry.” 2012. Web. 23 Nov 2020.

Vancouver:

Jack-Malik S. Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry. [Internet] [Doctoral dissertation]. University of Alberta; 2012. [cited 2020 Nov 23]. Available from: https://era.library.ualberta.ca/files/8049g700s.

Council of Science Editors:

Jack-Malik S. Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry. [Doctoral Dissertation]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/8049g700s


University of Manitoba

7. Kashty, Martin. "Girls' books" & "boys' stuff": masculinities and multiliteracies within grade 1 classrooms in Winnipeg, Manitoba.

Degree: Anthropology, 2011, University of Manitoba

 In Canada, there is the perception that boys are scoring consistently below girls in academic ranking, particularly in the area of literacies. Is there a… (more)

Subjects/Keywords: masculinities; literacies; education; gender

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

APA (6th Edition):

Kashty, M. (2011). "Girls' books" & "boys' stuff": masculinities and multiliteracies within grade 1 classrooms in Winnipeg, Manitoba. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4869

Chicago Manual of Style (16th Edition):

Kashty, Martin. “"Girls' books" & "boys' stuff": masculinities and multiliteracies within grade 1 classrooms in Winnipeg, Manitoba.” 2011. Masters Thesis, University of Manitoba. Accessed November 23, 2020. http://hdl.handle.net/1993/4869.

MLA Handbook (7th Edition):

Kashty, Martin. “"Girls' books" & "boys' stuff": masculinities and multiliteracies within grade 1 classrooms in Winnipeg, Manitoba.” 2011. Web. 23 Nov 2020.

Vancouver:

Kashty M. "Girls' books" & "boys' stuff": masculinities and multiliteracies within grade 1 classrooms in Winnipeg, Manitoba. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/1993/4869.

Council of Science Editors:

Kashty M. "Girls' books" & "boys' stuff": masculinities and multiliteracies within grade 1 classrooms in Winnipeg, Manitoba. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4869


University of Texas – Austin

8. Nuñez, Idalia, Ph. D. Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance.

Degree: PhD, Curriculum and Instruction, 2018, University of Texas – Austin

 This dissertation research interprets the results of a multiple case study focused on the everyday language and literacy practices of transfronterizo children—children who experience life… (more)

Subjects/Keywords: Transfronterizo; Literacies of surveillance; Bilingualism

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APA (6th Edition):

Nuñez, Idalia, P. D. (2018). Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65982

Chicago Manual of Style (16th Edition):

Nuñez, Idalia, Ph D. “Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed November 23, 2020. http://hdl.handle.net/2152/65982.

MLA Handbook (7th Edition):

Nuñez, Idalia, Ph D. “Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance.” 2018. Web. 23 Nov 2020.

Vancouver:

Nuñez, Idalia PD. Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/2152/65982.

Council of Science Editors:

Nuñez, Idalia PD. Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65982


Boston College

9. Mecoli, Storey. Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2014, Boston College

 Digital literacies have become central in today's society, used in various personal and public incarnations (Coiro, Knobel, Lankshear, & Leu, 2008), occupying prominent space in… (more)

Subjects/Keywords: curriculum; digital literacies; information and communication technologies; instruction; new literacies

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APA (6th Edition):

Mecoli, S. (2014). Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:103552

Chicago Manual of Style (16th Edition):

Mecoli, Storey. “Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school.” 2014. Doctoral Dissertation, Boston College. Accessed November 23, 2020. http://dlib.bc.edu/islandora/object/bc-ir:103552.

MLA Handbook (7th Edition):

Mecoli, Storey. “Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school.” 2014. Web. 23 Nov 2020.

Vancouver:

Mecoli S. Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2020 Nov 23]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:103552.

Council of Science Editors:

Mecoli S. Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:103552


Indiana University

10. Wood, Jeffrey William. DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN .

Degree: 2010, Indiana University

 This nine-year ethnographic study describes how three children, Emily, Tristan, and Simon learned, used and understood literacies over time, across sites and within specific discourses.… (more)

Subjects/Keywords: Early Literacies; New Literacies; Multiple Literacies; Ethnography; Writing; Literacy

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APA (6th Edition):

Wood, J. W. (2010). DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/7291

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):

Wood, Jeffrey William. “DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN .” 2010. Thesis, Indiana University. Accessed November 23, 2020. http://hdl.handle.net/2022/7291.

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

MLA Handbook (7th Edition):

Wood, Jeffrey William. “DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN .” 2010. Web. 23 Nov 2020.

Vancouver:

Wood JW. DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN . [Internet] [Thesis]. Indiana University; 2010. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/2022/7291.

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

Council of Science Editors:

Wood JW. DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN . [Thesis]. Indiana University; 2010. Available from: http://hdl.handle.net/2022/7291

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


University of Ottawa

11. Sabra, Houda. Cracking the Conventional: Journeying Through a Bricolage of Multiliteracies In an International Languages School In Canada .

Degree: 2020, University of Ottawa

 Multiliteracies theory extends the notion of literacy well beyond the traditional linear text-based definition of reading and writing (New London Group, 1996). It addresses the… (more)

Subjects/Keywords: Multiliteracies; Multimodal literacies; Digital-based literacies; Arts-based literacies; Participatory Action Research; Bricolage; International Languages; Heritage Language

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APA (6th Edition):

Sabra, H. (2020). Cracking the Conventional: Journeying Through a Bricolage of Multiliteracies In an International Languages School In Canada . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/40419

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):

Sabra, Houda. “Cracking the Conventional: Journeying Through a Bricolage of Multiliteracies In an International Languages School In Canada .” 2020. Thesis, University of Ottawa. Accessed November 23, 2020. http://hdl.handle.net/10393/40419.

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

MLA Handbook (7th Edition):

Sabra, Houda. “Cracking the Conventional: Journeying Through a Bricolage of Multiliteracies In an International Languages School In Canada .” 2020. Web. 23 Nov 2020.

Vancouver:

Sabra H. Cracking the Conventional: Journeying Through a Bricolage of Multiliteracies In an International Languages School In Canada . [Internet] [Thesis]. University of Ottawa; 2020. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/10393/40419.

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

Council of Science Editors:

Sabra H. Cracking the Conventional: Journeying Through a Bricolage of Multiliteracies In an International Languages School In Canada . [Thesis]. University of Ottawa; 2020. Available from: http://hdl.handle.net/10393/40419

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


University of Rochester

12. Tinelli, Lisabeth. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.

Degree: PhD, 2016, University of Rochester

 This dissertation examines the literacy practices of forty-six students enrolled in a first-year composition course in a private university in Northeast America. A theoretical framework… (more)

Subjects/Keywords: First-year composition; Writing; New literacies

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APA (6th Edition):

Tinelli, L. (2016). Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/30849

Chicago Manual of Style (16th Edition):

Tinelli, Lisabeth. “Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.” 2016. Doctoral Dissertation, University of Rochester. Accessed November 23, 2020. http://hdl.handle.net/1802/30849.

MLA Handbook (7th Edition):

Tinelli, Lisabeth. “Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.” 2016. Web. 23 Nov 2020.

Vancouver:

Tinelli L. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/1802/30849.

Council of Science Editors:

Tinelli L. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/30849


University of Tennessee – Knoxville

13. DeHart, Jason. “Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools.

Degree: 2019, University of Tennessee – Knoxville

 This study examines the experiences of teachers in rural, Appalachian classrooms who use film as a text. Film, in this study, was both an ensemble… (more)

Subjects/Keywords: literacy; film; reading; New Literacies; composing; pedagogy

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APA (6th Edition):

DeHart, J. (2019). “Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5689

Chicago Manual of Style (16th Edition):

DeHart, Jason. ““Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools.” 2019. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed November 23, 2020. https://trace.tennessee.edu/utk_graddiss/5689.

MLA Handbook (7th Edition):

DeHart, Jason. ““Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools.” 2019. Web. 23 Nov 2020.

Vancouver:

DeHart J. “Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2019. [cited 2020 Nov 23]. Available from: https://trace.tennessee.edu/utk_graddiss/5689.

Council of Science Editors:

DeHart J. “Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2019. Available from: https://trace.tennessee.edu/utk_graddiss/5689


University of Illinois – Chicago

14. Croom, Marcus. Guided Racing: Literacy Instruction and Race Production.

Degree: 2018, University of Illinois – Chicago

 R​ace is un(der)theorized by many scholars and practitioners in the field of education and literacy in the U.S. At the same time, Black children’s multiple… (more)

Subjects/Keywords: literacies; race; practice of race theory; instruction

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APA (6th Edition):

Croom, M. (2018). Guided Racing: Literacy Instruction and Race Production. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22627

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):

Croom, Marcus. “Guided Racing: Literacy Instruction and Race Production.” 2018. Thesis, University of Illinois – Chicago. Accessed November 23, 2020. http://hdl.handle.net/10027/22627.

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

MLA Handbook (7th Edition):

Croom, Marcus. “Guided Racing: Literacy Instruction and Race Production.” 2018. Web. 23 Nov 2020.

Vancouver:

Croom M. Guided Racing: Literacy Instruction and Race Production. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/10027/22627.

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

Council of Science Editors:

Croom M. Guided Racing: Literacy Instruction and Race Production. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22627

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


University of Edinburgh

15. Zhao, Wei. Journeys towards Masters' literacies : Chinese students' transitions from undergraduate study in China to postgraduate study in the UK.

Degree: PhD, 2014, University of Edinburgh

 This research explored Chinese students‟ experiences of acquiring and practising academic literacies as required in their Master‟s programmes. To date, academic literacy studies in common… (more)

Subjects/Keywords: 378.1; Masters' literacies; educational transitions; Chinese students

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APA (6th Edition):

Zhao, W. (2014). Journeys towards Masters' literacies : Chinese students' transitions from undergraduate study in China to postgraduate study in the UK. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/14232

Chicago Manual of Style (16th Edition):

Zhao, Wei. “Journeys towards Masters' literacies : Chinese students' transitions from undergraduate study in China to postgraduate study in the UK.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed November 23, 2020. http://hdl.handle.net/1842/14232.

MLA Handbook (7th Edition):

Zhao, Wei. “Journeys towards Masters' literacies : Chinese students' transitions from undergraduate study in China to postgraduate study in the UK.” 2014. Web. 23 Nov 2020.

Vancouver:

Zhao W. Journeys towards Masters' literacies : Chinese students' transitions from undergraduate study in China to postgraduate study in the UK. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/1842/14232.

Council of Science Editors:

Zhao W. Journeys towards Masters' literacies : Chinese students' transitions from undergraduate study in China to postgraduate study in the UK. [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/14232


University of Toronto

16. Iannuzzi, Robert. Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice.

Degree: PhD, 2014, University of Toronto

 Abstract The issue of boys' school literacy underachievement is complex and multifaceted. Through the lens of both new literacies studies (NLS) and boys, literacy and… (more)

Subjects/Keywords: Boys and Literacy; New Literacies; 0279

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APA (6th Edition):

Iannuzzi, R. (2014). Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/94475

Chicago Manual of Style (16th Edition):

Iannuzzi, Robert. “Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice.” 2014. Doctoral Dissertation, University of Toronto. Accessed November 23, 2020. http://hdl.handle.net/1807/94475.

MLA Handbook (7th Edition):

Iannuzzi, Robert. “Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice.” 2014. Web. 23 Nov 2020.

Vancouver:

Iannuzzi R. Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/1807/94475.

Council of Science Editors:

Iannuzzi R. Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/94475


University of Illinois – Urbana-Champaign

17. Guerrero Arias, Beatriz Eugenia. Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 This is a qualitative case study of the relationships between literacy and racial ideology in Surgir, a school in the city of Cali, Colombia. This… (more)

Subjects/Keywords: Literacies; race; learning; participation; Black Colombian

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APA (6th Edition):

Guerrero Arias, B. E. (2016). Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90513

Chicago Manual of Style (16th Edition):

Guerrero Arias, Beatriz Eugenia. “Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 23, 2020. http://hdl.handle.net/2142/90513.

MLA Handbook (7th Edition):

Guerrero Arias, Beatriz Eugenia. “Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school.” 2016. Web. 23 Nov 2020.

Vancouver:

Guerrero Arias BE. Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/2142/90513.

Council of Science Editors:

Guerrero Arias BE. Literacies and racial ideology: a black Colombian young male's learning and participation in an urban school. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90513


University of Minnesota

18. Puett, Sarah. Critical Community Literacy: Looking With Local Resistance.

Degree: PhD, Rhetoric and Scientific and Technical Communication, 2018, University of Minnesota

 This dissertation considers the relationship between literacy and activism in the public sphere. In the fall of 2016 I participated with a local racial justice… (more)

Subjects/Keywords: ethnography; fieldwork; literacies; public sphere; rhetoric; whiteness

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APA (6th Edition):

Puett, S. (2018). Critical Community Literacy: Looking With Local Resistance. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/199030

Chicago Manual of Style (16th Edition):

Puett, Sarah. “Critical Community Literacy: Looking With Local Resistance.” 2018. Doctoral Dissertation, University of Minnesota. Accessed November 23, 2020. http://hdl.handle.net/11299/199030.

MLA Handbook (7th Edition):

Puett, Sarah. “Critical Community Literacy: Looking With Local Resistance.” 2018. Web. 23 Nov 2020.

Vancouver:

Puett S. Critical Community Literacy: Looking With Local Resistance. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/11299/199030.

Council of Science Editors:

Puett S. Critical Community Literacy: Looking With Local Resistance. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/199030


University of Ontario Institute of Technology

19. Thompson, Stephanie. Everybody's got a story: examining the building of empathy and understanding for the bully, the bullied, and the bystander through digital storytelling.

Degree: 2014, University of Ontario Institute of Technology

 Digital storytelling as a pedagogical practice has been extensively explored as a means of increasing engagement, developing 21st century skills such as creativity, critical thinking,… (more)

Subjects/Keywords: Digital storytelling; Bullying; Engagement; Digital literacies; Empathy

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APA (6th Edition):

Thompson, S. (2014). Everybody's got a story: examining the building of empathy and understanding for the bully, the bullied, and the bystander through digital storytelling. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/422

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):

Thompson, Stephanie. “Everybody's got a story: examining the building of empathy and understanding for the bully, the bullied, and the bystander through digital storytelling.” 2014. Thesis, University of Ontario Institute of Technology. Accessed November 23, 2020. http://hdl.handle.net/10155/422.

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

MLA Handbook (7th Edition):

Thompson, Stephanie. “Everybody's got a story: examining the building of empathy and understanding for the bully, the bullied, and the bystander through digital storytelling.” 2014. Web. 23 Nov 2020.

Vancouver:

Thompson S. Everybody's got a story: examining the building of empathy and understanding for the bully, the bullied, and the bystander through digital storytelling. [Internet] [Thesis]. University of Ontario Institute of Technology; 2014. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/10155/422.

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

Council of Science Editors:

Thompson S. Everybody's got a story: examining the building of empathy and understanding for the bully, the bullied, and the bystander through digital storytelling. [Thesis]. University of Ontario Institute of Technology; 2014. Available from: http://hdl.handle.net/10155/422

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


University of Ottawa

20. 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

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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 November 23, 2020. 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. 23 Nov 2020.

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 2020 Nov 23]. 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


University of Oklahoma

21. Delgado Brown, Lisa. LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS.

Degree: PhD, 2014, University of Oklahoma

 This qualitative research study was done in an effort to increase our knowledge within the literacy field regarding new literacies and literate identities. This research… (more)

Subjects/Keywords: Education; new literacies; reading; literate identities

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APA (6th Edition):

Delgado Brown, L. (2014). LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/13873

Chicago Manual of Style (16th Edition):

Delgado Brown, Lisa. “LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed November 23, 2020. http://hdl.handle.net/11244/13873.

MLA Handbook (7th Edition):

Delgado Brown, Lisa. “LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS.” 2014. Web. 23 Nov 2020.

Vancouver:

Delgado Brown L. LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/11244/13873.

Council of Science Editors:

Delgado Brown L. LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/13873


UCLA

22. Flamenbaum, Rachel. Literacies, Language, and Technological Transformation in the New Ghana.

Degree: Anthropology, 2016, UCLA

 This dissertation engages with the classic linguistic anthropological question of literacies in the context of the rapid technological shift in Ghana, West Africa. It examines… (more)

Subjects/Keywords: Cultural anthropology; Linguistics; African studies; digital literacies; ghana; language ideologies; language socialization; literacies; technology

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APA (6th Edition):

Flamenbaum, R. (2016). Literacies, Language, and Technological Transformation in the New Ghana. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9cz4x3cq

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):

Flamenbaum, Rachel. “Literacies, Language, and Technological Transformation in the New Ghana.” 2016. Thesis, UCLA. Accessed November 23, 2020. http://www.escholarship.org/uc/item/9cz4x3cq.

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

MLA Handbook (7th Edition):

Flamenbaum, Rachel. “Literacies, Language, and Technological Transformation in the New Ghana.” 2016. Web. 23 Nov 2020.

Vancouver:

Flamenbaum R. Literacies, Language, and Technological Transformation in the New Ghana. [Internet] [Thesis]. UCLA; 2016. [cited 2020 Nov 23]. Available from: http://www.escholarship.org/uc/item/9cz4x3cq.

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

Council of Science Editors:

Flamenbaum R. Literacies, Language, and Technological Transformation in the New Ghana. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/9cz4x3cq

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

23. 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

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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 November 23, 2020. 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. 23 Nov 2020.

Vancouver:

Costa KFd. Formação docente e suas possibilidades: uma pesquisa orientada pelas teorias dos letramentos. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2020 Nov 23]. 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 Minnesota

24. Ortmann, Lisa. Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice.

Degree: PhD, Education, Curriculum and Instruction, 2015, University of Minnesota

 Recent attention to disciplinary literacy and the STEM education movement have opened doors to new visions of disciplinary learning at the high school level. As… (more)

Subjects/Keywords: Disciplinary literacies; EL Co-teaching; Instructional coaching; Science literacy; Sociocultural literacies; STEM integration

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APA (6th Edition):

Ortmann, L. (2015). Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175287

Chicago Manual of Style (16th Edition):

Ortmann, Lisa. “Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice.” 2015. Doctoral Dissertation, University of Minnesota. Accessed November 23, 2020. http://hdl.handle.net/11299/175287.

MLA Handbook (7th Edition):

Ortmann, Lisa. “Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice.” 2015. Web. 23 Nov 2020.

Vancouver:

Ortmann L. Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/11299/175287.

Council of Science Editors:

Ortmann L. Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175287


Wayne State University

25. Kassem, Amira Saad. From Local To Global: Purpose, Process, And Product In The Narratives Of Eighth Grade Language Arts Students.

Degree: PhD, Curriculum and Instruction, 2015, Wayne State University

  Using a convenience sampling of 10 eighth-grade language arts students, this exploratory case study examined in depth the literacy processes used by ten 8th… (more)

Subjects/Keywords: Contextualized literacies; English Curriculum; Language and Literacy; Language Arts; Local Literacies; Secondary Education; Arts and Humanities; Education; Secondary Education and Teaching

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APA (6th Edition):

Kassem, A. S. (2015). From Local To Global: Purpose, Process, And Product In The Narratives Of Eighth Grade Language Arts Students. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1314

Chicago Manual of Style (16th Edition):

Kassem, Amira Saad. “From Local To Global: Purpose, Process, And Product In The Narratives Of Eighth Grade Language Arts Students.” 2015. Doctoral Dissertation, Wayne State University. Accessed November 23, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1314.

MLA Handbook (7th Edition):

Kassem, Amira Saad. “From Local To Global: Purpose, Process, And Product In The Narratives Of Eighth Grade Language Arts Students.” 2015. Web. 23 Nov 2020.

Vancouver:

Kassem AS. From Local To Global: Purpose, Process, And Product In The Narratives Of Eighth Grade Language Arts Students. [Internet] [Doctoral dissertation]. Wayne State University; 2015. [cited 2020 Nov 23]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1314.

Council of Science Editors:

Kassem AS. From Local To Global: Purpose, Process, And Product In The Narratives Of Eighth Grade Language Arts Students. [Doctoral Dissertation]. Wayne State University; 2015. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1314


Georgia State University

26. Goodling, Lauri B. Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism.

Degree: PhD, English, 2015, Georgia State University

  This study looks at the practice of teaching civic engagement through digital and Web 2.0 tools and examines the impact on agency and self-efficacy… (more)

Subjects/Keywords: Multilteracies; Civic engagement; New media; Digital pedagogy; 21st century literacies; New literacies; Multimodal composition; Digital activism; Social Media; Rhetoric and composition

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APA (6th Edition):

Goodling, L. B. (2015). Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/english_diss/148

Chicago Manual of Style (16th Edition):

Goodling, Lauri B. “Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism.” 2015. Doctoral Dissertation, Georgia State University. Accessed November 23, 2020. https://scholarworks.gsu.edu/english_diss/148.

MLA Handbook (7th Edition):

Goodling, Lauri B. “Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism.” 2015. Web. 23 Nov 2020.

Vancouver:

Goodling LB. Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Nov 23]. Available from: https://scholarworks.gsu.edu/english_diss/148.

Council of Science Editors:

Goodling LB. Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/english_diss/148


NSYSU

27. Lai, Yu-Lin. A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality.

Degree: Master, Foreign Language and Literature, 2013, NSYSU

 ABSTRACT The study aimed to investigate how young EFL (English as a Foreign Language) learners engaged in the creation of digital stories and how they… (more)

Subjects/Keywords: digital storytelling; multimodality; new literacies; English learning; multimodal composing

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APA (6th Edition):

Lai, Y. (2013). A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917

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):

Lai, Yu-Lin. “A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality.” 2013. Thesis, NSYSU. Accessed November 23, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917.

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

MLA Handbook (7th Edition):

Lai, Yu-Lin. “A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality.” 2013. Web. 23 Nov 2020.

Vancouver:

Lai Y. A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality. [Internet] [Thesis]. NSYSU; 2013. [cited 2020 Nov 23]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917.

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

Council of Science Editors:

Lai Y. A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality. [Thesis]. NSYSU; 2013. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917

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


University of Rochester

28. Hiley, Lisa Elsemore. “Hang on to it until September” : literacy experiences for children with complex communication differences during summer months.

Degree: PhD, 2011, University of Rochester

 “Hang on to it until September” explores the literacy practices for seven children with complex communication differences (CCD) during summer months from the perspective of… (more)

Subjects/Keywords: Summer learning; Literacies; Photo elicitation; Home-school connections

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APA (6th Edition):

Hiley, L. E. (2011). “Hang on to it until September” : literacy experiences for children with complex communication differences during summer months. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/14795

Chicago Manual of Style (16th Edition):

Hiley, Lisa Elsemore. ““Hang on to it until September” : literacy experiences for children with complex communication differences during summer months.” 2011. Doctoral Dissertation, University of Rochester. Accessed November 23, 2020. http://hdl.handle.net/1802/14795.

MLA Handbook (7th Edition):

Hiley, Lisa Elsemore. ““Hang on to it until September” : literacy experiences for children with complex communication differences during summer months.” 2011. Web. 23 Nov 2020.

Vancouver:

Hiley LE. “Hang on to it until September” : literacy experiences for children with complex communication differences during summer months. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/1802/14795.

Council of Science Editors:

Hiley LE. “Hang on to it until September” : literacy experiences for children with complex communication differences during summer months. [Doctoral Dissertation]. University of Rochester; 2011. Available from: http://hdl.handle.net/1802/14795


University of Rochester

29. Hoff, Martha J. The impact of new technology on literacy practices : an urban perspective.

Degree: PhD, 2014, University of Rochester

 Over the past ten years mobile communication technology has become ubiquitous. Computers, phones, still and video cameras have evolved into an all-in-one device with Internet… (more)

Subjects/Keywords: Literacy; Mobile technology; New literacies; Social networks; Tinkering; Urban youth

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APA (6th Edition):

Hoff, M. J. (2014). The impact of new technology on literacy practices : an urban perspective. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/28573

Chicago Manual of Style (16th Edition):

Hoff, Martha J. “The impact of new technology on literacy practices : an urban perspective.” 2014. Doctoral Dissertation, University of Rochester. Accessed November 23, 2020. http://hdl.handle.net/1802/28573.

MLA Handbook (7th Edition):

Hoff, Martha J. “The impact of new technology on literacy practices : an urban perspective.” 2014. Web. 23 Nov 2020.

Vancouver:

Hoff MJ. The impact of new technology on literacy practices : an urban perspective. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2020 Nov 23]. Available from: http://hdl.handle.net/1802/28573.

Council of Science Editors:

Hoff MJ. The impact of new technology on literacy practices : an urban perspective. [Doctoral Dissertation]. University of Rochester; 2014. Available from: http://hdl.handle.net/1802/28573

30. Lameu, Paula Cristina. Os conflitos do discurso disciplinar pedagógico e do discurso tecnológico educacional.

Degree: Mestrado, Estudos Lingüísticos e Literários em Inglês, 2013, University of São Paulo

O fazer de professores e alunos tem se mostrado conturbado hoje em dia, em função da presença de elementos tecnológicos na sala de aula, como… (more)

Subjects/Keywords: Análise de discurso; Disciplina; Discipline; Discourse analysis; Literacies; Multiletramentos

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lameu, P. C. (2013). Os conflitos do discurso disciplinar pedagógico e do discurso tecnológico educacional. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8147/tde-13022014-103421/ ;

Chicago Manual of Style (16th Edition):

Lameu, Paula Cristina. “Os conflitos do discurso disciplinar pedagógico e do discurso tecnológico educacional.” 2013. Masters Thesis, University of São Paulo. Accessed November 23, 2020. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-13022014-103421/ ;.

MLA Handbook (7th Edition):

Lameu, Paula Cristina. “Os conflitos do discurso disciplinar pedagógico e do discurso tecnológico educacional.” 2013. Web. 23 Nov 2020.

Vancouver:

Lameu PC. Os conflitos do discurso disciplinar pedagógico e do discurso tecnológico educacional. [Internet] [Masters thesis]. University of São Paulo; 2013. [cited 2020 Nov 23]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-13022014-103421/ ;.

Council of Science Editors:

Lameu PC. Os conflitos do discurso disciplinar pedagógico e do discurso tecnológico educacional. [Masters Thesis]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-13022014-103421/ ;

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