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:(Multiliteracies). Showing records 1 – 30 of 161 total matches.

[1] [2] [3] [4] [5] [6]

Search Limiters

Last 2 Years | English Only

Levels

Languages

Country

▼ Search Limiters


University of Toronto

1. Main, Kristin Lee. Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.

Degree: 2011, University of Toronto

This qualitative research maps multiliteracies onto the pedagogy of teachers of kindergarten through grade 12. It examines how teachers ready their students to become multiliterate… (more)

Subjects/Keywords: multiliteracies; pedagogy; K-12; 0727

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Main, K. L. (2011). Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27590

Chicago Manual of Style (16th Edition):

Main, Kristin Lee. “Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.” 2011. Doctoral Dissertation, University of Toronto. Accessed December 02, 2020. http://hdl.handle.net/1807/27590.

MLA Handbook (7th Edition):

Main, Kristin Lee. “Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.” 2011. Web. 02 Dec 2020.

Vancouver:

Main KL. Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/1807/27590.

Council of Science Editors:

Main KL. Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27590


SUNY College at Brockport

2. Greco, Daniel C. Multiliteracies: Bringing Multimodality into Schools.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  Today’s technological advancements provide cause for literacy educators to think about literacy as many literacies or multiliteracies (Cimbricz & Rath, 2015). This analytical review… (more)

Subjects/Keywords: Multiliteracies; Multimodality; UDL; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Greco, D. C. (2015). Multiliteracies: Bringing Multimodality into Schools. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/630

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):

Greco, Daniel C. “Multiliteracies: Bringing Multimodality into Schools.” 2015. Thesis, SUNY College at Brockport. Accessed December 02, 2020. https://digitalcommons.brockport.edu/ehd_theses/630.

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

MLA Handbook (7th Edition):

Greco, Daniel C. “Multiliteracies: Bringing Multimodality into Schools.” 2015. Web. 02 Dec 2020.

Vancouver:

Greco DC. Multiliteracies: Bringing Multimodality into Schools. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2020 Dec 02]. Available from: https://digitalcommons.brockport.edu/ehd_theses/630.

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

Council of Science Editors:

Greco DC. Multiliteracies: Bringing Multimodality into Schools. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/630

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


University of Western Ontario

3. Meng, Xing, Ms. A Pedagogy of Multiliteracies into Practice: A Case Study in One Grade One Literacy Classroom.

Degree: 2016, University of Western Ontario

 With the rise of technology, literacy concepts in the 21st century have challenged traditional literacy practices that have relied primarily on print media. Recent research… (more)

Subjects/Keywords: multiliteracies; multiliteracies pedagogy; learning opportunities; design; children’s diversity; teacher education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Meng, Xing, M. (2016). A Pedagogy of Multiliteracies into Practice: A Case Study in One Grade One Literacy Classroom. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3846

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):

Meng, Xing, Ms. “A Pedagogy of Multiliteracies into Practice: A Case Study in One Grade One Literacy Classroom.” 2016. Thesis, University of Western Ontario. Accessed December 02, 2020. https://ir.lib.uwo.ca/etd/3846.

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

MLA Handbook (7th Edition):

Meng, Xing, Ms. “A Pedagogy of Multiliteracies into Practice: A Case Study in One Grade One Literacy Classroom.” 2016. Web. 02 Dec 2020.

Vancouver:

Meng, Xing M. A Pedagogy of Multiliteracies into Practice: A Case Study in One Grade One Literacy Classroom. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2020 Dec 02]. Available from: https://ir.lib.uwo.ca/etd/3846.

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

Council of Science Editors:

Meng, Xing M. A Pedagogy of Multiliteracies into Practice: A Case Study in One Grade One Literacy Classroom. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/3846

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


Penn State University

4. Kingkaysone, Judy Souchita. Reading Art: Multiliteracies and History Education.

Degree: 2016, Penn State University

 This article (published two years prior) was an early foray connecting historical thinking, the arts, and multiliteracies and served as a base for subsequent graduate… (more)

Subjects/Keywords: history education; historical thinking; multiliteracies; arts integration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kingkaysone, J. S. (2016). Reading Art: Multiliteracies and History Education. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27789

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):

Kingkaysone, Judy Souchita. “Reading Art: Multiliteracies and History Education.” 2016. Thesis, Penn State University. Accessed December 02, 2020. https://submit-etda.libraries.psu.edu/catalog/27789.

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

MLA Handbook (7th Edition):

Kingkaysone, Judy Souchita. “Reading Art: Multiliteracies and History Education.” 2016. Web. 02 Dec 2020.

Vancouver:

Kingkaysone JS. Reading Art: Multiliteracies and History Education. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Dec 02]. Available from: https://submit-etda.libraries.psu.edu/catalog/27789.

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

Council of Science Editors:

Kingkaysone JS. Reading Art: Multiliteracies and History Education. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/27789

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


University of Toronto

5. Sidani, Said. Examining the use of Digital Technology by Four Literacy Teacher Educators.

Degree: 2017, University of Toronto

The purpose of this study is to understand the use of digital technology by four literacy teacher educators through examining their backgrounds, visions, and practices.… (more)

Subjects/Keywords: Digital Technology; Multiliteracies; Teacher Education; 0530

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sidani, S. (2017). Examining the use of Digital Technology by Four Literacy Teacher Educators. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/77898

Chicago Manual of Style (16th Edition):

Sidani, Said. “Examining the use of Digital Technology by Four Literacy Teacher Educators.” 2017. Masters Thesis, University of Toronto. Accessed December 02, 2020. http://hdl.handle.net/1807/77898.

MLA Handbook (7th Edition):

Sidani, Said. “Examining the use of Digital Technology by Four Literacy Teacher Educators.” 2017. Web. 02 Dec 2020.

Vancouver:

Sidani S. Examining the use of Digital Technology by Four Literacy Teacher Educators. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/1807/77898.

Council of Science Editors:

Sidani S. Examining the use of Digital Technology by Four Literacy Teacher Educators. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77898


University of Western Ontario

6. Xing, Xiaotong. A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada.

Degree: 2017, University of Western Ontario

 Existing literature regarding teachers’ practices of multiliteracies has proven that multiliteracies enables teachers to deal with diversity and build creative teaching practices in classrooms. However,… (more)

Subjects/Keywords: Multiliteracies; Multimodality; Chinese teachers; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Xing, X. (2017). A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4778

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):

Xing, Xiaotong. “A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada.” 2017. Thesis, University of Western Ontario. Accessed December 02, 2020. https://ir.lib.uwo.ca/etd/4778.

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

MLA Handbook (7th Edition):

Xing, Xiaotong. “A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada.” 2017. Web. 02 Dec 2020.

Vancouver:

Xing X. A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2020 Dec 02]. Available from: https://ir.lib.uwo.ca/etd/4778.

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

Council of Science Editors:

Xing X. A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada. [Thesis]. University of Western Ontario; 2017. Available from: https://ir.lib.uwo.ca/etd/4778

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


University of Toronto

7. MacKay, Tiffany Grace. Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms.

Degree: PhD, 2014, University of Toronto

 The purpose of this research was to investigate the extent to which junior level literacy teachers enacted a pedagogy of multiliteracies in their classroom program.… (more)

Subjects/Keywords: Adolescent; Classroom; Literacy; Multiliteracies; Qualitative; Technology; 0515

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

MacKay, T. G. (2014). Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68868

Chicago Manual of Style (16th Edition):

MacKay, Tiffany Grace. “Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms.” 2014. Doctoral Dissertation, University of Toronto. Accessed December 02, 2020. http://hdl.handle.net/1807/68868.

MLA Handbook (7th Edition):

MacKay, Tiffany Grace. “Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms.” 2014. Web. 02 Dec 2020.

Vancouver:

MacKay TG. Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/1807/68868.

Council of Science Editors:

MacKay TG. Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68868


University of Arizona

8. Hashemi, Tara Parissa. Implementing a Literacy-Oriented Curriculum in the Basic Foreign Language Sequence: Insights from Stakeholders on Program Development, Instructional Materials, and Graduate Student Professional Learning .

Degree: 2019, University of Arizona

 Over the past decade, U.S collegiate foreign language (FL) education has been experiencing a climate change. Forced to demonstrate increased relevance in the midst of… (more)

Subjects/Keywords: Graduate student; Language program director; Multiliteracies; Textbook

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hashemi, T. P. (2019). Implementing a Literacy-Oriented Curriculum in the Basic Foreign Language Sequence: Insights from Stakeholders on Program Development, Instructional Materials, and Graduate Student Professional Learning . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/634226

Chicago Manual of Style (16th Edition):

Hashemi, Tara Parissa. “Implementing a Literacy-Oriented Curriculum in the Basic Foreign Language Sequence: Insights from Stakeholders on Program Development, Instructional Materials, and Graduate Student Professional Learning .” 2019. Doctoral Dissertation, University of Arizona. Accessed December 02, 2020. http://hdl.handle.net/10150/634226.

MLA Handbook (7th Edition):

Hashemi, Tara Parissa. “Implementing a Literacy-Oriented Curriculum in the Basic Foreign Language Sequence: Insights from Stakeholders on Program Development, Instructional Materials, and Graduate Student Professional Learning .” 2019. Web. 02 Dec 2020.

Vancouver:

Hashemi TP. Implementing a Literacy-Oriented Curriculum in the Basic Foreign Language Sequence: Insights from Stakeholders on Program Development, Instructional Materials, and Graduate Student Professional Learning . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/10150/634226.

Council of Science Editors:

Hashemi TP. Implementing a Literacy-Oriented Curriculum in the Basic Foreign Language Sequence: Insights from Stakeholders on Program Development, Instructional Materials, and Graduate Student Professional Learning . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/634226


Clemson University

9. Howell, Emily. CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT.

Degree: PhD, Curriculum and Instruction, Literacy, 2015, Clemson University

 This dissertation study addresses the New London Group’s (1996) concern that technology and globalization require an expanded concept of literacy that focuses upon the multimodal… (more)

Subjects/Keywords: argument; digital tools; multiliteracies; multimodality; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Howell, E. (2015). CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1582

Chicago Manual of Style (16th Edition):

Howell, Emily. “CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT.” 2015. Doctoral Dissertation, Clemson University. Accessed December 02, 2020. https://tigerprints.clemson.edu/all_dissertations/1582.

MLA Handbook (7th Edition):

Howell, Emily. “CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT.” 2015. Web. 02 Dec 2020.

Vancouver:

Howell E. CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT. [Internet] [Doctoral dissertation]. Clemson University; 2015. [cited 2020 Dec 02]. Available from: https://tigerprints.clemson.edu/all_dissertations/1582.

Council of Science Editors:

Howell E. CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT. [Doctoral Dissertation]. Clemson University; 2015. Available from: https://tigerprints.clemson.edu/all_dissertations/1582


California State University – Sacramento

10. McEfee, Bethany. 7th grade literature analysis curriculum unit: identifying theme through multiple intelligences.

Degree: MA, Education (Curriculum and Instruction, 2015, California State University – Sacramento

 In the area of literature analysis, fifteen-year-old students American are not competitive with their international peers (OECD, 2010). Students are currently taught to recall information… (more)

Subjects/Keywords: Finnish education; Multiliteracies; Middle School; Finland

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McEfee, B. (2015). 7th grade literature analysis curriculum unit: identifying theme through multiple intelligences. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/158498

Chicago Manual of Style (16th Edition):

McEfee, Bethany. “7th grade literature analysis curriculum unit: identifying theme through multiple intelligences.” 2015. Masters Thesis, California State University – Sacramento. Accessed December 02, 2020. http://hdl.handle.net/10211.3/158498.

MLA Handbook (7th Edition):

McEfee, Bethany. “7th grade literature analysis curriculum unit: identifying theme through multiple intelligences.” 2015. Web. 02 Dec 2020.

Vancouver:

McEfee B. 7th grade literature analysis curriculum unit: identifying theme through multiple intelligences. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/10211.3/158498.

Council of Science Editors:

McEfee B. 7th grade literature analysis curriculum unit: identifying theme through multiple intelligences. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/158498


University of Texas – Austin

11. -2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 The purpose of this research is to show ways in which a bilingual teacher and emergent bilinguals interact and engage with multimodal texts in the… (more)

Subjects/Keywords: Biliteracy; Multiliteracies; Bilingual education; Multimodal; Translanguaging

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-2694-833X. (2017). Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62994

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

Chicago Manual of Style (16th Edition):

-2694-833X. “Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed December 02, 2020. http://hdl.handle.net/2152/62994.

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

MLA Handbook (7th Edition):

-2694-833X. “Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.” 2017. Web. 02 Dec 2020.

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

Vancouver:

-2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/2152/62994.

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

Council of Science Editors:

-2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62994

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


The Ohio State University

12. Vaterlaus, Sydnee. Supporting an Equitable Literacy Program: A Review of the Potential of Multiliteracies.

Degree: MA, EDU Teaching and Learning, 2019, The Ohio State University

 This paper aims to support a multiliteracies pedagogy in equitable literacy programs. With the nature of literacy changing, schools should also change how they approach… (more)

Subjects/Keywords: Education; Literacy; Multiliteracies; Equity; Literacy Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vaterlaus, S. (2019). Supporting an Equitable Literacy Program: A Review of the Potential of Multiliteracies. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1574178954245032

Chicago Manual of Style (16th Edition):

Vaterlaus, Sydnee. “Supporting an Equitable Literacy Program: A Review of the Potential of Multiliteracies.” 2019. Masters Thesis, The Ohio State University. Accessed December 02, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574178954245032.

MLA Handbook (7th Edition):

Vaterlaus, Sydnee. “Supporting an Equitable Literacy Program: A Review of the Potential of Multiliteracies.” 2019. Web. 02 Dec 2020.

Vancouver:

Vaterlaus S. Supporting an Equitable Literacy Program: A Review of the Potential of Multiliteracies. [Internet] [Masters thesis]. The Ohio State University; 2019. [cited 2020 Dec 02]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1574178954245032.

Council of Science Editors:

Vaterlaus S. Supporting an Equitable Literacy Program: A Review of the Potential of Multiliteracies. [Masters Thesis]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1574178954245032


Universidade do Rio Grande do Norte

13. Griner, Ana Priscila. A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos .

Degree: 2013, Universidade do Rio Grande do Norte

 This research, part of Applied Linguistics field, aims to analyze the language of a school blog, developed with the participation of students, as a work… (more)

Subjects/Keywords: Linguagem. Multiletramento. Blog escolar; Language. Multiliteracies. School blog

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Griner, A. P. (2013). A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16296

Chicago Manual of Style (16th Edition):

Griner, Ana Priscila. “A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos .” 2013. Masters Thesis, Universidade do Rio Grande do Norte. Accessed December 02, 2020. http://repositorio.ufrn.br/handle/123456789/16296.

MLA Handbook (7th Edition):

Griner, Ana Priscila. “A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos .” 2013. Web. 02 Dec 2020.

Vancouver:

Griner AP. A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2020 Dec 02]. Available from: http://repositorio.ufrn.br/handle/123456789/16296.

Council of Science Editors:

Griner AP. A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos . [Masters Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/16296


Universidade do Rio Grande do Norte

14. Griner, Ana Priscila. A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos .

Degree: 2013, Universidade do Rio Grande do Norte

 This research, part of Applied Linguistics field, aims to analyze the language of a school blog, developed with the participation of students, as a work… (more)

Subjects/Keywords: Linguagem. Multiletramento. Blog escolar; Language. Multiliteracies. School blog

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Griner, A. P. (2013). A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16296

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):

Griner, Ana Priscila. “A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos .” 2013. Thesis, Universidade do Rio Grande do Norte. Accessed December 02, 2020. http://repositorio.ufrn.br/handle/123456789/16296.

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

MLA Handbook (7th Edition):

Griner, Ana Priscila. “A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos .” 2013. Web. 02 Dec 2020.

Vancouver:

Griner AP. A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2020 Dec 02]. Available from: http://repositorio.ufrn.br/handle/123456789/16296.

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

Council of Science Editors:

Griner AP. A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos . [Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/16296

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


University of Saskatchewan

15. Allen, Scott. Superhumans: How teachers use graphic novels to encourage student engagement in learning.

Degree: 2016, University of Saskatchewan

 This qualitative study explored how teachers used graphic novels to encourage student engagement in learning. A case study approach was used to achieve my two… (more)

Subjects/Keywords: multimodal literacy; multiliteracies; graphic novels; student engagement; pedagogy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Allen, S. (2016). Superhumans: How teachers use graphic novels to encourage student engagement in learning. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2016-04-2503

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):

Allen, Scott. “Superhumans: How teachers use graphic novels to encourage student engagement in learning.” 2016. Thesis, University of Saskatchewan. Accessed December 02, 2020. http://hdl.handle.net/10388/ETD-2016-04-2503.

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

MLA Handbook (7th Edition):

Allen, Scott. “Superhumans: How teachers use graphic novels to encourage student engagement in learning.” 2016. Web. 02 Dec 2020.

Vancouver:

Allen S. Superhumans: How teachers use graphic novels to encourage student engagement in learning. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/10388/ETD-2016-04-2503.

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

Council of Science Editors:

Allen S. Superhumans: How teachers use graphic novels to encourage student engagement in learning. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/ETD-2016-04-2503

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


Tampere University

16. Nam, Bora. Pre-service teachers’ experiences of iPad integration in primary education .

Degree: 2020, Tampere University

 The main objective of this study is to examine pre-service teachers’ teaching experiences and perceptions on iPad use in the classroom and to understand effective… (more)

Subjects/Keywords: iPads ; multiliteracies ; digital literacy ; pre-service teachers ; teachers’ perspective ; primary education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nam, B. (2020). Pre-service teachers’ experiences of iPad integration in primary education . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/121032

Chicago Manual of Style (16th Edition):

Nam, Bora. “Pre-service teachers’ experiences of iPad integration in primary education .” 2020. Masters Thesis, Tampere University. Accessed December 02, 2020. https://trepo.tuni.fi/handle/10024/121032.

MLA Handbook (7th Edition):

Nam, Bora. “Pre-service teachers’ experiences of iPad integration in primary education .” 2020. Web. 02 Dec 2020.

Vancouver:

Nam B. Pre-service teachers’ experiences of iPad integration in primary education . [Internet] [Masters thesis]. Tampere University; 2020. [cited 2020 Dec 02]. Available from: https://trepo.tuni.fi/handle/10024/121032.

Council of Science Editors:

Nam B. Pre-service teachers’ experiences of iPad integration in primary education . [Masters Thesis]. Tampere University; 2020. Available from: https://trepo.tuni.fi/handle/10024/121032


University of Arizona

17. Timlin, Chelsea Allison. Talk about Texts: Interactional Literacies in Second Language Learning .

Degree: 2020, University of Arizona

 Experiencing activities, or those that emphasize learners’ interests, prior experiences, and existing knowledge in new and familiar meaning-making experiences with texts, have been found to… (more)

Subjects/Keywords: conversation analysis; digital interaction; interaction; multiliteracies; second language learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Timlin, C. A. (2020). Talk about Texts: Interactional Literacies in Second Language Learning . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/642150

Chicago Manual of Style (16th Edition):

Timlin, Chelsea Allison. “Talk about Texts: Interactional Literacies in Second Language Learning .” 2020. Doctoral Dissertation, University of Arizona. Accessed December 02, 2020. http://hdl.handle.net/10150/642150.

MLA Handbook (7th Edition):

Timlin, Chelsea Allison. “Talk about Texts: Interactional Literacies in Second Language Learning .” 2020. Web. 02 Dec 2020.

Vancouver:

Timlin CA. Talk about Texts: Interactional Literacies in Second Language Learning . [Internet] [Doctoral dissertation]. University of Arizona; 2020. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/10150/642150.

Council of Science Editors:

Timlin CA. Talk about Texts: Interactional Literacies in Second Language Learning . [Doctoral Dissertation]. University of Arizona; 2020. Available from: http://hdl.handle.net/10150/642150


University of Arizona

18. Gorham, Julia Anne. Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde .

Degree: 2020, University of Arizona

 La notion de compétence est une idée pour laquelle il existe plusieurs conceptions dans le domaine de l’apprentissage et l’enseignement des langues secondes (L2). Depuis… (more)

Subjects/Keywords: French L2; L2 pedagogy; multiliteracies; multimodality; symbolic competence; teaching with film

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gorham, J. A. (2020). Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/642178

Chicago Manual of Style (16th Edition):

Gorham, Julia Anne. “Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde .” 2020. Masters Thesis, University of Arizona. Accessed December 02, 2020. http://hdl.handle.net/10150/642178.

MLA Handbook (7th Edition):

Gorham, Julia Anne. “Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde .” 2020. Web. 02 Dec 2020.

Vancouver:

Gorham JA. Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde . [Internet] [Masters thesis]. University of Arizona; 2020. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/10150/642178.

Council of Science Editors:

Gorham JA. Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde . [Masters Thesis]. University of Arizona; 2020. Available from: http://hdl.handle.net/10150/642178


University of Debrecen

19. Szücs, Angelika. A tinédzserek animék által inspirált "fanfiction-jei" .

Degree: DE – Bölcsészettudományi Kar, University of Debrecen

A dolgozatomban Kelly Chandler-Olcott és Donna Mahar: Adolescent's anime-inspired "fanfictions": An exploration of Multiliteracies c. cikkét fordítottam le angolról magyarra. Advisors/Committee Members: Szabó, Fruzsina (advisor).

Subjects/Keywords: anime; fanfiction; multiliteracies; összetett műveltség

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Szücs, A. (n.d.). A tinédzserek animék által inspirált "fanfiction-jei" . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/251447

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):

Szücs, Angelika. “A tinédzserek animék által inspirált "fanfiction-jei" .” Thesis, University of Debrecen. Accessed December 02, 2020. http://hdl.handle.net/2437/251447.

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):

Szücs, Angelika. “A tinédzserek animék által inspirált "fanfiction-jei" .” Web. 02 Dec 2020.

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

Vancouver:

Szücs A. A tinédzserek animék által inspirált "fanfiction-jei" . [Internet] [Thesis]. University of Debrecen; [cited 2020 Dec 02]. Available from: http://hdl.handle.net/2437/251447.

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:

Szücs A. A tinédzserek animék által inspirált "fanfiction-jei" . [Thesis]. University of Debrecen; Available from: http://hdl.handle.net/2437/251447

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


University of Colorado

20. Beucher, Rebecca L. Negotiating Black Masculinity And Audience Across High School Contexts: A Feminist PostStructural Analysis Of Three Non-Dominant Students’ Multiliteracy Composition Practices During Digital Storytelling.

Degree: PhD, Education, 2015, University of Colorado

  Autobiographical digital storytelling (DST) is a burgeoning multiliteracy practice in in- and out-of-school spaces. Recently, education researchers have explored DST’s potential as a robust… (more)

Subjects/Keywords: African American; agency; digital storytelling; multiliteracies; poststructural feminist; urban; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Beucher, R. L. (2015). Negotiating Black Masculinity And Audience Across High School Contexts: A Feminist PostStructural Analysis Of Three Non-Dominant Students’ Multiliteracy Composition Practices During Digital Storytelling. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/69

Chicago Manual of Style (16th Edition):

Beucher, Rebecca L. “Negotiating Black Masculinity And Audience Across High School Contexts: A Feminist PostStructural Analysis Of Three Non-Dominant Students’ Multiliteracy Composition Practices During Digital Storytelling.” 2015. Doctoral Dissertation, University of Colorado. Accessed December 02, 2020. https://scholar.colorado.edu/educ_gradetds/69.

MLA Handbook (7th Edition):

Beucher, Rebecca L. “Negotiating Black Masculinity And Audience Across High School Contexts: A Feminist PostStructural Analysis Of Three Non-Dominant Students’ Multiliteracy Composition Practices During Digital Storytelling.” 2015. Web. 02 Dec 2020.

Vancouver:

Beucher RL. Negotiating Black Masculinity And Audience Across High School Contexts: A Feminist PostStructural Analysis Of Three Non-Dominant Students’ Multiliteracy Composition Practices During Digital Storytelling. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Dec 02]. Available from: https://scholar.colorado.edu/educ_gradetds/69.

Council of Science Editors:

Beucher RL. Negotiating Black Masculinity And Audience Across High School Contexts: A Feminist PostStructural Analysis Of Three Non-Dominant Students’ Multiliteracy Composition Practices During Digital Storytelling. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/69


University of Iowa

21. Everett, Tammy Ewing. Multiliteracies in early childhood education: the modes and media of communication by first grade students.

Degree: PhD, Teaching and Learning, 2006, University of Iowa

  This research study exploring multiple first grade literacy practices draws from the notion of multiliteracies. Literacy is dynamic and complex. New technologies are reconfiguring… (more)

Subjects/Keywords: literacy; multiliteracies; multimodality; literacies; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Everett, T. E. (2006). Multiliteracies in early childhood education: the modes and media of communication by first grade students. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/91

Chicago Manual of Style (16th Edition):

Everett, Tammy Ewing. “Multiliteracies in early childhood education: the modes and media of communication by first grade students.” 2006. Doctoral Dissertation, University of Iowa. Accessed December 02, 2020. https://ir.uiowa.edu/etd/91.

MLA Handbook (7th Edition):

Everett, Tammy Ewing. “Multiliteracies in early childhood education: the modes and media of communication by first grade students.” 2006. Web. 02 Dec 2020.

Vancouver:

Everett TE. Multiliteracies in early childhood education: the modes and media of communication by first grade students. [Internet] [Doctoral dissertation]. University of Iowa; 2006. [cited 2020 Dec 02]. Available from: https://ir.uiowa.edu/etd/91.

Council of Science Editors:

Everett TE. Multiliteracies in early childhood education: the modes and media of communication by first grade students. [Doctoral Dissertation]. University of Iowa; 2006. Available from: https://ir.uiowa.edu/etd/91


University of Western Ontario

22. Johnston, Megan. Literacy and Identity Investment in Secondary Drama Courses: Using narrative inquiry to investigate teacher perceptions of the affordances of secondary Drama courses in Ontario.

Degree: 2018, University of Western Ontario

 This study investigated the teacher perceptions in regard to the literacy learning and identity investment opportunities within their own Drama classrooms in Ontario. This study… (more)

Subjects/Keywords: Drama; Identity Investment; Literacy; Multiliteracies; Multimodality; Narrative Inquiry; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnston, M. (2018). Literacy and Identity Investment in Secondary Drama Courses: Using narrative inquiry to investigate teacher perceptions of the affordances of secondary Drama courses in Ontario. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5481

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):

Johnston, Megan. “Literacy and Identity Investment in Secondary Drama Courses: Using narrative inquiry to investigate teacher perceptions of the affordances of secondary Drama courses in Ontario.” 2018. Thesis, University of Western Ontario. Accessed December 02, 2020. https://ir.lib.uwo.ca/etd/5481.

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

MLA Handbook (7th Edition):

Johnston, Megan. “Literacy and Identity Investment in Secondary Drama Courses: Using narrative inquiry to investigate teacher perceptions of the affordances of secondary Drama courses in Ontario.” 2018. Web. 02 Dec 2020.

Vancouver:

Johnston M. Literacy and Identity Investment in Secondary Drama Courses: Using narrative inquiry to investigate teacher perceptions of the affordances of secondary Drama courses in Ontario. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2020 Dec 02]. Available from: https://ir.lib.uwo.ca/etd/5481.

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

Council of Science Editors:

Johnston M. Literacy and Identity Investment in Secondary Drama Courses: Using narrative inquiry to investigate teacher perceptions of the affordances of secondary Drama courses in Ontario. [Thesis]. University of Western Ontario; 2018. Available from: https://ir.lib.uwo.ca/etd/5481

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


University of Western Ontario

23. Cassidy, Jacob. "What About the Boys" in Tights: Beyond the "Boy Crisis" and Into the Literacy Potential of Superhero Fiction.

Degree: 2015, University of Western Ontario

 Comics and, to a lesser extent, superhero fiction have been gaining popularity in schools over the past decade. However, the potential for these texts to… (more)

Subjects/Keywords: multiliteracies; boys' literacy; superhero fiction; comics; gender; masculinities; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cassidy, J. (2015). "What About the Boys" in Tights: Beyond the "Boy Crisis" and Into the Literacy Potential of Superhero Fiction. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3334

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):

Cassidy, Jacob. “"What About the Boys" in Tights: Beyond the "Boy Crisis" and Into the Literacy Potential of Superhero Fiction.” 2015. Thesis, University of Western Ontario. Accessed December 02, 2020. https://ir.lib.uwo.ca/etd/3334.

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

MLA Handbook (7th Edition):

Cassidy, Jacob. “"What About the Boys" in Tights: Beyond the "Boy Crisis" and Into the Literacy Potential of Superhero Fiction.” 2015. Web. 02 Dec 2020.

Vancouver:

Cassidy J. "What About the Boys" in Tights: Beyond the "Boy Crisis" and Into the Literacy Potential of Superhero Fiction. [Internet] [Thesis]. University of Western Ontario; 2015. [cited 2020 Dec 02]. Available from: https://ir.lib.uwo.ca/etd/3334.

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

Council of Science Editors:

Cassidy J. "What About the Boys" in Tights: Beyond the "Boy Crisis" and Into the Literacy Potential of Superhero Fiction. [Thesis]. University of Western Ontario; 2015. Available from: https://ir.lib.uwo.ca/etd/3334

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


University of Western Ontario

24. Ibdah, Susan. A Critical Discourse Study of Programmatic Literacy Curricula in Ontario: Knowledge, Power, and Discourse in an Age of Diversity.

Degree: 2020, University of Western Ontario

 The aim of this study was to produce understandings of programmatic literacy curricula in an age of cultural, linguistic, and modal diversity. Relative to this… (more)

Subjects/Keywords: literacy; curriculum; Ontario; discourse; critical theory; multiliteracies; van Dijk; language arts

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ibdah, S. (2020). A Critical Discourse Study of Programmatic Literacy Curricula in Ontario: Knowledge, Power, and Discourse in an Age of Diversity. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6992

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):

Ibdah, Susan. “A Critical Discourse Study of Programmatic Literacy Curricula in Ontario: Knowledge, Power, and Discourse in an Age of Diversity.” 2020. Thesis, University of Western Ontario. Accessed December 02, 2020. https://ir.lib.uwo.ca/etd/6992.

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

MLA Handbook (7th Edition):

Ibdah, Susan. “A Critical Discourse Study of Programmatic Literacy Curricula in Ontario: Knowledge, Power, and Discourse in an Age of Diversity.” 2020. Web. 02 Dec 2020.

Vancouver:

Ibdah S. A Critical Discourse Study of Programmatic Literacy Curricula in Ontario: Knowledge, Power, and Discourse in an Age of Diversity. [Internet] [Thesis]. University of Western Ontario; 2020. [cited 2020 Dec 02]. Available from: https://ir.lib.uwo.ca/etd/6992.

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

Council of Science Editors:

Ibdah S. A Critical Discourse Study of Programmatic Literacy Curricula in Ontario: Knowledge, Power, and Discourse in an Age of Diversity. [Thesis]. University of Western Ontario; 2020. Available from: https://ir.lib.uwo.ca/etd/6992

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


University of Toronto

25. Miyata, Cathy Marie. Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators.

Degree: PhD, 2017, University of Toronto

 This study examined the knowledge, dispositions, beliefs, experiences, and educational practices of six literacy teacher educators, from three countries, who enacted a multiliteracies approach to… (more)

Subjects/Keywords: Literacy; Literacy teacher educators; Multiliteracies; Teacher education; 0515

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Miyata, C. M. (2017). Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80698

Chicago Manual of Style (16th Edition):

Miyata, Cathy Marie. “Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators.” 2017. Doctoral Dissertation, University of Toronto. Accessed December 02, 2020. http://hdl.handle.net/1807/80698.

MLA Handbook (7th Edition):

Miyata, Cathy Marie. “Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators.” 2017. Web. 02 Dec 2020.

Vancouver:

Miyata CM. Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/1807/80698.

Council of Science Editors:

Miyata CM. Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80698


University of Toronto

26. Ha, Eunhae Grace. The Effects of Transmediation on Students' Creativity Through Collaborative Composing.

Degree: PhD, 2017, University of Toronto

 The purpose of this action research was to investigate the process and the effect of the transmediation (translation of content from one media to another)… (more)

Subjects/Keywords: 21st century skills; collaborative composing; creativity; multiliteracies; music education; transmediation; 0522

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ha, E. G. (2017). The Effects of Transmediation on Students' Creativity Through Collaborative Composing. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80886

Chicago Manual of Style (16th Edition):

Ha, Eunhae Grace. “The Effects of Transmediation on Students' Creativity Through Collaborative Composing.” 2017. Doctoral Dissertation, University of Toronto. Accessed December 02, 2020. http://hdl.handle.net/1807/80886.

MLA Handbook (7th Edition):

Ha, Eunhae Grace. “The Effects of Transmediation on Students' Creativity Through Collaborative Composing.” 2017. Web. 02 Dec 2020.

Vancouver:

Ha EG. The Effects of Transmediation on Students' Creativity Through Collaborative Composing. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/1807/80886.

Council of Science Editors:

Ha EG. The Effects of Transmediation on Students' Creativity Through Collaborative Composing. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80886

27. Brock, Rosemarie Monique. Audiobooks and attitudes: An examination of school librarian's perspectives.

Degree: 2013, Texas Woman's University

 Given that research has shown that audiobooks impact literacy for youth in a number of ways, and since school librarians typically serve as gatekeepers of… (more)

Subjects/Keywords: Library science; Communication and the arts; Education; Attitudes; Audiobooks; Librarians; Multiliteracies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brock, R. M. (2013). Audiobooks and attitudes: An examination of school librarian's perspectives. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/335

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):

Brock, Rosemarie Monique. “Audiobooks and attitudes: An examination of school librarian's perspectives.” 2013. Thesis, Texas Woman's University. Accessed December 02, 2020. http://hdl.handle.net/11274/335.

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

MLA Handbook (7th Edition):

Brock, Rosemarie Monique. “Audiobooks and attitudes: An examination of school librarian's perspectives.” 2013. Web. 02 Dec 2020.

Vancouver:

Brock RM. Audiobooks and attitudes: An examination of school librarian's perspectives. [Internet] [Thesis]. Texas Woman's University; 2013. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/11274/335.

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

Council of Science Editors:

Brock RM. Audiobooks and attitudes: An examination of school librarian's perspectives. [Thesis]. Texas Woman's University; 2013. Available from: http://hdl.handle.net/11274/335

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


University of Toronto

28. Prasad, Gail Lori. The Prism of Children's Plurilingualism: A Multi-site Inquiry with Children as Co-researchers across English and French Schools in Toronto and Montpellier.

Degree: PhD, 2015, University of Toronto

 Through this multi-site study of children’s plurilingualism, I asked what we would discover about plurilingualism by positioning children as co-ethnographers of their plurilingual lives and… (more)

Subjects/Keywords: children as researchers; creative methodologies; multilingualism; multiliteracies; plurilingualism; representation; 0282

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Prasad, G. L. (2015). The Prism of Children's Plurilingualism: A Multi-site Inquiry with Children as Co-researchers across English and French Schools in Toronto and Montpellier. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/71458

Chicago Manual of Style (16th Edition):

Prasad, Gail Lori. “The Prism of Children's Plurilingualism: A Multi-site Inquiry with Children as Co-researchers across English and French Schools in Toronto and Montpellier.” 2015. Doctoral Dissertation, University of Toronto. Accessed December 02, 2020. http://hdl.handle.net/1807/71458.

MLA Handbook (7th Edition):

Prasad, Gail Lori. “The Prism of Children's Plurilingualism: A Multi-site Inquiry with Children as Co-researchers across English and French Schools in Toronto and Montpellier.” 2015. Web. 02 Dec 2020.

Vancouver:

Prasad GL. The Prism of Children's Plurilingualism: A Multi-site Inquiry with Children as Co-researchers across English and French Schools in Toronto and Montpellier. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/1807/71458.

Council of Science Editors:

Prasad GL. The Prism of Children's Plurilingualism: A Multi-site Inquiry with Children as Co-researchers across English and French Schools in Toronto and Montpellier. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/71458


University of Ontario Institute of Technology

29. Morrison, Laura. Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning.

Degree: 2015, University of Ontario Institute of Technology

 The aim of this qualitative research study was to examine the construction of adolescents??? bi-cultural identities through an exploration of their social practices on the… (more)

Subjects/Keywords: Multiliteracies; Digital tools; English language learner; Social networking; Bi-cultural identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morrison, L. (2015). Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/531

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):

Morrison, Laura. “Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning.” 2015. Thesis, University of Ontario Institute of Technology. Accessed December 02, 2020. http://hdl.handle.net/10155/531.

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

MLA Handbook (7th Edition):

Morrison, Laura. “Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning.” 2015. Web. 02 Dec 2020.

Vancouver:

Morrison L. Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning. [Internet] [Thesis]. University of Ontario Institute of Technology; 2015. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/10155/531.

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

Council of Science Editors:

Morrison L. Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning. [Thesis]. University of Ontario Institute of Technology; 2015. Available from: http://hdl.handle.net/10155/531

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


University of Arizona

30. Petit, Elyse Barbara. Enhancing Visual and Critical Media Literacy in a Foreign Language Classroom through Media Production and Digital Storytelling: Students' Voice and Agency .

Degree: 2017, University of Arizona

 Grounded in the a Pedagogy of Multiliteracies (New London Group, 1996), this dissertation reports on the implementation of a fourth semester French curriculum informed by… (more)

Subjects/Keywords: Critical media literacy; Digital Storytelling; French; Learning by Design; Multiliteracies; Multimodality

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Petit, E. B. (2017). Enhancing Visual and Critical Media Literacy in a Foreign Language Classroom through Media Production and Digital Storytelling: Students' Voice and Agency . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/625588

Chicago Manual of Style (16th Edition):

Petit, Elyse Barbara. “Enhancing Visual and Critical Media Literacy in a Foreign Language Classroom through Media Production and Digital Storytelling: Students' Voice and Agency .” 2017. Doctoral Dissertation, University of Arizona. Accessed December 02, 2020. http://hdl.handle.net/10150/625588.

MLA Handbook (7th Edition):

Petit, Elyse Barbara. “Enhancing Visual and Critical Media Literacy in a Foreign Language Classroom through Media Production and Digital Storytelling: Students' Voice and Agency .” 2017. Web. 02 Dec 2020.

Vancouver:

Petit EB. Enhancing Visual and Critical Media Literacy in a Foreign Language Classroom through Media Production and Digital Storytelling: Students' Voice and Agency . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2020 Dec 02]. Available from: http://hdl.handle.net/10150/625588.

Council of Science Editors:

Petit EB. Enhancing Visual and Critical Media Literacy in a Foreign Language Classroom through Media Production and Digital Storytelling: Students' Voice and Agency . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625588

[1] [2] [3] [4] [5] [6]

.