You searched for subject:(New literacies).
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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
URL: http://hdl.handle.net/1802/27209 
► This dissertation study explored the literacies that youth used when doing Youth Participatory Action Research (YPAR) in a school-based setting. The overarching goals of the…
(more)
▼ This dissertation study explored the literacies
that youth used when doing Youth Participatory Action Research
(YPAR) in a school-based setting. The overarching goals of the
dissertation were to contribute to the literature on YPAR and to
contribute to expanding definitions and understandings of
literacies. Building on ideological approaches to literacy
represented in research on adolescent literacies, this dissertation
study offers YPAR in a school-based setting as a potentially
ideological and activist approach to literacy that can serve as a
counterscript to the autonomous approaches to literacy that are so
prevalent in schools today. YPAR contrasts with the current
dominant discourses in education, such as the standards, testing,
and accountability movement, the achievement gap rhetoric, and the
autonomous model of literacy. Furthermore, YPAR positions all youth
as culturally rich rather than culturally deficient; therefore,
YPAR has social justice aims and implications, particularly for
urban youth of color. Set in a progressive, urban, public high
school, this hybrid of qualitative critical ethnographic case study
and participatory action research explored a "Social Activism"
course in which three student research teams engaged in YPAR on the
topics of environmental issues, urban violence, and women's issues.
Data was collected in two phases. Phase I occurred during the
2008-2009 academic year and included: fieldnotes from participant
observations of the "Social Activism" course activities; video
recordings of class meetings; focus groups conducted with each of
the three student research teams; a series of three interviews with
each of the students; and documentation, such as curriculum
materials, class records, student work, and a teacher-researcher
journal. Phase II occurred during the 2009-2010 academic year and
included stimulated recall interviews and participatory data
analysis sessions. Data were analyzed initially using a
constructivist grounded theory approach with sensitizing concepts
from New Literacy Studies, new literacies, and critical literacies.
D/discourse analysis was then used to analyze literacy practices
more specifically. Data and findings were organized to construct a
case for each of the three research teams, which facilitated a
cross-case analysis. Major findings pertain to how YPAR and schools
are mutually constituted and how youth engaged in street literacies
and collaborative literacies.
Subjects/Keywords: Adolescent literacies; Collaborative literacies; Critical literacies; New literacies; Street literacies; Youth Participatory Action Research (YPAR)
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APA (6th Edition):
King, J. M. (. -. ). (2013). Expanding literacies with students : Youth Participatory
Action Research (YPAR) in a school-based setting. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/27209
Chicago Manual of Style (16th Edition):
King, Jennifer M (1971 - ). “Expanding literacies with students : Youth Participatory
Action Research (YPAR) in a school-based setting.” 2013. Doctoral Dissertation, University of Rochester. Accessed January 18, 2021.
http://hdl.handle.net/1802/27209.
MLA Handbook (7th Edition):
King, Jennifer M (1971 - ). “Expanding literacies with students : Youth Participatory
Action Research (YPAR) in a school-based setting.” 2013. Web. 18 Jan 2021.
Vancouver:
King JM(-). Expanding literacies with students : Youth Participatory
Action Research (YPAR) in a school-based setting. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2021 Jan 18].
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 Georgia
2.
Hubbard, Betty Potter.
A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/26075
► 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)
▼ 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 grounded in new technologies. This study addressed two paths of examination. The
first line of inquiry invited teacher educators, who used digital technologies in their reading methods courses, to explain the influence the CTELL (Case Technologies for Early Literacy Learning) initiative had on their instructional practice and
philosophical orientation. The second line of inquiry studied teacher educators’ perceptions of their preservice teachers (PSTs) learning and developing perspectives regarding literacy education. McCracken’s four-part method of inquiry and analysis was
employed to construct a bricolage of the teacher educators’ perspectives. Data sources for this project included respondents’ answers from a selection survey, sample interview protocols, and corroborating sources, (i.e., student reflections, emails,
course comments, instructor training materials and comments, lesson plans, and instructors’ syllabi). Results are discussed in terms of the metacognitive, epistemological, and professional growth evidenced in preservice teachers and in terms of the
importance of authentic instruction and context afforded by using digital case technologies. In addition, data analysis indicated that each educator worked in concrete and particular ways as agents of change to improve literacy instruction, align
literacy education with the skills learners will need to be globally competitive, and to improve the lives and education of future teachers and their eventual students.
Subjects/Keywords: Teacher Education; New Literacies; Teachers as Change Agents; Resolution Literacies, Digital Literacies
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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 January 18, 2021.
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. 18 Jan 2021.
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 2021 Jan 18].
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
Boston College
3.
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
URL: http://dlib.bc.edu/islandora/object/bc-ir:103552
► 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)
▼ 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
social and professional worlds (boyd, 2014; Leu et al., 2011).
Despite digital
literacies' centrality in society, schools have a
notoriously difficult time integrating these into curriculum and
instruction (O'Brien & Scharber, 2008). Accordingly, I asked:
How do teachers in a large, public comprehensive secondary school
navigate the challenges and benefits of digital
literacies within
the structure of Washington High, the curriculum, and their
pedagogy? Using a case study design both ethnographic and
collaborative in nature, I examined teachers' beliefs and practices
to investigate how digital
literacies were being used in the
classroom, as well as why. Data included a school-wide survey,
participant interviews and observations with six teachers, and
informal meetings with school staff, most notably the
vice-principal. Data was analyzed through the lens of theories of
literacy curricular design (
New London Group, 1996) and an eye
toward
New Literacies (Lankshear & Knobel, 2006). Notable
results include the finding that technology at Washington often
plays out in fairly traditional, teacher-directed, "wine in
new
bottles" (Lankshear & Knobel, 2006, p. 55) sorts of ways.
However, this study also concludes that why this is so moves far
beyond these teachers' individual beliefs and practices. Their
contexts (unreliable technology, control of uses imposed by the
administration), their cultures (narratives of adolescents needing
protection from themselves and others), and compulsory schooling
itself (traditional conceptions of time and space, narrow
definitions of success, high-stakes testing and teacher
evaluations) all play dynamic and complicated parts in how digital
literacies get taken up, along with teachers' own beliefs and
practices. As such, I draw upon theories of complex personhood
(Gordon, 1997) and complexity thinking (Davis & Sumara, 2008)
in positing ways digital
literacies may be utilized in relationship
to schools. Implications address these practices' collaborative,
creative potentials to transform schools.
Advisors/Committee Members: Leigh Patel (Thesis advisor).
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 January 18, 2021.
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. 18 Jan 2021.
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 2021 Jan 18].
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
University of Rochester
4.
Tinelli, Lisabeth.
Re-conceptualizing the rhetorical triangle: informal
contexts in first-year composition.
Degree: PhD, 2016, University of Rochester
URL: http://hdl.handle.net/1802/30849
► 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)
▼ 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 of literacy as social practice guided the discourse
analysis (Gee, 2011) and
comparative case study methods (Stake,
1995). Data collection occurred over two years
and involved
artifact collection (Marshall & Rossman, 2011) and
participant-observation
methods (Charmaz, 2006). Analysis revealed
that students negotiated their literacy
practices based on the
varying contexts that framed writing assignments. Findings
suggest
that students' literacy practices were informed by traditional
conceptions of the
rhetorical triangle as well as the new ethos
'stuff' of new literacies (Lankshear & Knobel,
2006). This
work contributes to existing research on students’ literacy
practices (e.g.,
Carter, 2008; Leander, 2006) and extends the
conversation of new ethos 'stuff'
(Lankshear & Knobel, 2006,
2010) to include new logos stuff and new pathos stuff. This
study
foregrounds the relevance of student purpose in the creation of
assigned and nonassigned
texts and highlights the affordances of
digital technologies in the composition
classroom. Based on the
findings of this study, a more dynamic model of the rhetorical
triangle is proposed.
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 January 18, 2021.
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. 18 Jan 2021.
Vancouver:
Tinelli L. Re-conceptualizing the rhetorical triangle: informal
contexts in first-year composition. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2021 Jan 18].
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
5.
DeHart, Jason.
“Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools.
Degree: 2019, University of Tennessee – Knoxville
URL: https://trace.tennessee.edu/utk_graddiss/5689
► 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)
▼ 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 to be used for classroom viewing purposes and a creative writing opportunity for composition. The researcher drew on the methodology of hermeneutic phenomenology, drawing on the work of Merleau-Ponty, in constructing this work. In all, five teachers shared their thinking about how to use film most effectively with reading and writing tasks. These teachers shared a wide range of practices within the structure of their classrooms, and noted their own engagement with film. Popular films, short clips, educational videos, and teacher- and student-created projects were all considered, among other visual practices. Data collection involved an interview at the beginning of the research cycle, followed by teacher audio-recorded and/or written logs, collection of supplemental teaching documents, and a final interview. This dissertation explores four major themes that resulted from the research process, as well as providing an introduction to frame the conversation, a review of the literature to demonstrate what has already been done with film in reading and writing in specific content areas, and notes on implications for current practice, policy, and research drawn from the study.
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 January 18, 2021.
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. 18 Jan 2021.
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 2021 Jan 18].
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 Toronto
6.
Iannuzzi, Robert.
Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice.
Degree: PhD, 2014, University of Toronto
URL: http://hdl.handle.net/1807/94475
► 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)
▼ 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 masculine identities, this dissertation examines struggling writers' and their teachers' perceptions of boys as readers and writers and compares and contrasts their out-of-school and in-school
literacies across nine schools in a single Ontario School District during the 2012-2013 school year. This mixed methods study explores the complexities of boys' school literacy underachievement and provides a clear understanding of the underlying issues.
A survey of 118 Grade 7 boys, interviews with five grade seven teachers and 12 Grade 7 boys and observations of 10 boys served to unpack the inherent complexities of boys' literacy underachievement. Findings indicate that the factors contributing to boys' success as literacy learners include enhancing boys' motivation in order for them to become successful readers and writers and providing scaffolding to reduce the difficulty boys experience as readers and writers. Through this study, four principles emerged as key contributors to motivating boys to succeed as readers and writers:
1. Boys feel more successful as readers and writers when reading and writing activities are relevant to their personal and situational interests. These include print texts in school and a range of digital texts out of school;
2. Boys find reading and writing motivating when they can live vicariously through characters experiences in texts;
3. Boys are motivated to succeed as readers and writers when they feel a sense of social connectedness through using technology; and
4. Boys find that texts serve as social capital for them, increasing their motivation to become successful readers and writers.
Advisors/Committee Members: Stagg-Peterson, Shelley, Curriculum, Teaching and Learning.
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 January 18, 2021.
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. 18 Jan 2021.
Vancouver:
Iannuzzi R. Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2021 Jan 18].
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 Oklahoma
7.
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
URL: http://hdl.handle.net/11244/13873
► 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)
▼ 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 study explored the
new literacy practices and
new literacy skills that sixth graders demonstrated in digital contexts in an effort to better understand how their literate identities were impacted by said practices and skills. Specifically, this study examined the
new literacy practices in which sixth graders participated and which
new literacy skills they demonstrated in said practices. Finally, the literate identities of these sixth graders was explored as they participated in said
new literacy practices.
A phenomenological qualitative research design was utilized as the study sought to explore the lived experience of young adolescents as they participated in this study. The study took place at three different parochial schools in a suburban area in the southwest region of the United States. The participants in the study were 18 sixth grade students. Of these 18 participants, 56% reported that they were white, non-Hispanic, Asian 11%, Native American 11%, Black 6%, Hispanic 6%, and other 10%. The adolescents in this study were recruited at their schools. All adolescents were given a Student Technology Survey where they gave basic background and demographic information and also answered questions regarding which online and offline literacy practices they participated in. Participants also partook in a one-on-one discussion session with the researcher where they discussed and demonstrated their favored
new literacy practices as well as literacy practices in which they did not feel as competent.
Findings indicated that adolescents participated in a variety of
new literacy practices and that the practices in which they participated were often interconnected. The adolescents in the study indicated that the skills that they possessed were at times site specific and did not seamlessly transfer from one practice to another. Finally, the findings of this study served to augment and bolster several previous findings regarding the presence of a continuum of competence, literate identities varied within multiple contexts, and support previous assertions that perceptions regarding membership were directly related to their literate identities. Further, this study found that the adolescents participated in both communities of practices and affinity spaces.
Advisors/Committee Members: Beach, Sara Ann (advisor), Gardner, James E. (committee member), Griffith, Priscilla L. (committee member), Ruan, Jiening (committee member), Goolsby Smith, Rhonda (committee member).
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 January 18, 2021.
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. 18 Jan 2021.
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 2021 Jan 18].
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
Indiana University
8.
Wood, Jeffrey William.
DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN
.
Degree: 2010, Indiana University
URL: http://hdl.handle.net/2022/7291
► 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)
▼ 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. In documenting the
literacies of these children, I have gained insight into the processes by which they became literate as well as how each of these children scaffold their own learning by using multiple
literacies and sign systems. Emily, Tristan and Simon helped me to see
literacies as complex in their conception and use and that all sign systems (e.g. art, dance, language, maths, sports, videogaming, etc.) operate using common semiotic principles. Sign systems as
literacies are multimodal, meaning-focused and motivated; they involve specific social and cultural practices which differ depending on site and community. During every literate act the children in this study made extensive use of the semantic, sensory, syntactic and pragmatic cuing systems to make meaning, regardless of the
literacies used. Emily, Tristan and Simon taught me that we need to see children as literate, as symbol users, and meaning-makers from birth. In order to support
literacies learning we need to begin by recognizing and supporting the
literacies learning process that is already in place.
Advisors/Committee Members: Harste, Jerome C (advisor).
Subjects/Keywords: Early Literacies;
New Literacies;
Multiple Literacies;
Ethnography;
Writing;
Literacy
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APA ·
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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 January 18, 2021.
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. 18 Jan 2021.
Vancouver:
Wood JW. DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN
. [Internet] [Thesis]. Indiana University; 2010. [cited 2021 Jan 18].
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 Tennessee – Knoxville
9.
Bianchi-Pennington, Michelle Brooke.
Intra-action Among Young Adult Literature, Fans, and Fanfiction.
Degree: 2019, University of Tennessee – Knoxville
URL: https://trace.tennessee.edu/utk_graddiss/5446
► Despite a growing body of research in New Literacies, the balance between providing strong New Literacies instruction while maintaining required traditional literacies instruction has been…
(more)
▼ Despite a growing body of research in New Literacies, the balance between providing strong New Literacies instruction while maintaining required traditional literacies instruction has been difficult for teachers. Incorporating ever-changing technologies can feel superficial, emphasizing a technology tool rather than the “ethos” of New Literacies. Despite efforts to increase the use of technology in the classroom, students still feel a disconnect between in-school and out-of-school literacies as in-school literacies, even with technology, do not capture the ethos of out-of-school experiences.To bridge this gap, this study takes a New Materialist approach to studying fanfiction, a phenomenon that incorporates both new and traditional literacies. This lens provides a way of accounting for multiple factors that create the ethos of a New Literacies experience, allowing for more effective transfer into the classroom. Using interviews with fanfiction writers as well as analyzing their fanfiction, I describe the intra-action among the fanfiction space, the source book (Throne of Glass), and the adolescent writer.Findings include the ways in which adolescents intra-act with fanfiction because of unique access, educational opportunities, self-expression, immersion in the story, social interaction, and pleasure. Findings also include the ways in which the Throne of Glass series intra-acted with the adolescents including personal connections with characters, the author, and other fans as well as engagement with elements of the story. Finally, findings showed that the Throne of Glass series intra-acted with the fanfiction space through multiple characters, a large fandom, a genre that includes a vast, ongoing, and intriguing world, an intricate and dramatic plot, and specific style.Discussion includes the ways in which the findings exemplified elements of both traditional and New Literacies as well as the ways in which these findings can be used to more effectively plan for New Literacies activities in the classroom. Findings suggest that teachers may wish to create literacy activities with multiple entry points including selecting texts with multiple, diverse characters that are part of contemporary cultural conversations or fandoms, incorporating choice in texts and product formats, and making assignments collaborative including instruction on how to engage a fanfiction audience.
Subjects/Keywords: fanfiction; New Literacies; New Materialism; intra-action; young adult literature
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APA (6th Edition):
Bianchi-Pennington, M. B. (2019). Intra-action Among Young Adult Literature, Fans, and Fanfiction. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5446
Chicago Manual of Style (16th Edition):
Bianchi-Pennington, Michelle Brooke. “Intra-action Among Young Adult Literature, Fans, and Fanfiction.” 2019. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 18, 2021.
https://trace.tennessee.edu/utk_graddiss/5446.
MLA Handbook (7th Edition):
Bianchi-Pennington, Michelle Brooke. “Intra-action Among Young Adult Literature, Fans, and Fanfiction.” 2019. Web. 18 Jan 2021.
Vancouver:
Bianchi-Pennington MB. Intra-action Among Young Adult Literature, Fans, and Fanfiction. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2019. [cited 2021 Jan 18].
Available from: https://trace.tennessee.edu/utk_graddiss/5446.
Council of Science Editors:
Bianchi-Pennington MB. Intra-action Among Young Adult Literature, Fans, and Fanfiction. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2019. Available from: https://trace.tennessee.edu/utk_graddiss/5446
Georgia State University
10.
Goodling, Lauri B.
Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism.
Degree: PhD, English, 2015, Georgia State University
URL: https://scholarworks.gsu.edu/english_diss/148
► 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)
▼ 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 of first-year writing students. The primary focus is studying student attitudes toward use of these tools, civic engagement in general, and the perceived value of engaging civically through use of these tools with the hopes of better understanding the value of this work and the impact it will have on future civic, community, and political engagement. Based on the findings of a triad of studies published in 2012 – a CIRCLE study (“That’s Not Democracy”), Giovanna Mascheroni’s study of Italian youth and political uses of the web, and a study conducted by DoSomething.org – the researcher designed a first-year composition course that asked students to choose a cause or issue for the duration of the semester and take on roles of informer, reformer, advocate, and activist on three fronts: Twitter (microblogging), Wordpress (blogging), and YouTube (digital advocacy videos). A feminist methodology was used for this study, understanding that the participatory nature of the research was an essential part of the ethos of the researcher. Qualitative data was collected through analysis of student work, reflection essays, and semi-structured focus group conversations. Through the focus group discussions, the student participants and the researcher worked collaboratively to create knowledge. The findings of this study echoed those of the three studies mentioned above. In addition to showing that instruction and experience with digital civic engagement
are linked to an increased likelihood to engage in the future, the study showed that there are numerous benefits to teaching
new media, civic, and academic
literacies through an activist lens in writing studies. Students acquire a host of academic and professional skills that will help them succeed in the classroom and their future careers. Beyond acquisition of research and 21
st century writing skills, teaching digital activism empowers students, increases agency, and helps them grasp the value of disrupting existing, outdated, or oppressive power dynamics in effective ways. Finally, it helps develop lifelong learners who are self-motivated.
Advisors/Committee Members: Dr. Lynee Gaillet, Dr. Ashley Holmes, Dr. Elizabeth Lopez.
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 January 18, 2021.
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. 18 Jan 2021.
Vancouver:
Goodling LB. Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2021 Jan 18].
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
11.
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
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917
► 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)
▼ 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 articulated meanings through with diverse semiotic resources. There were three focuses in the current study: 1) Processes of approaching multimodal text; 2) Role of writersâ perceptions of genre and authorship in design processes; 3) Meaning delivery in multimodal text.
The study adopted a case study method focusing on 3 focal participants who were young EFL learners. Data including personal information survey, individual interviews, video-recording observations and analysis of digital stories, were derived from different sources for triangulation. Inductive thematic analysis and constant comparative method were employed to analyze the collected data. Social semiotic theory of multimodality (Kress, 2010) has been applied to examine young EFL learnersâ multimodal practices.
Three major findings were reported in the current study: 1)The 3 focal participants approached modal ensembles through the use of different preliminary mode, and they accumulated modes either through bottom-up or top-down processes; 2) The three focal participantsâ perceptions of genre and authorship play a crucial role in their use and selection of modes; 3) The 3 focal participants relied either on linguistic or non-linguistic signs in delivering core messages, and there were different role of nonlinguistic signs in meaning articulation.
Five discussion focuses were derived from the findings of the present paper: 1) Constructing English digital stories as reflective and strategic designers; 2) Perceptions of genre and authorship in multimodal composing ; 3) Reliance on English written text as sign; 4)Agentive meaning-makers in transduction; 5) Enhancing readability in multimodal text.
To enhance multimodal practices through digital story composition, three pedagogical implications were suggested: 1) Young EFL learners should be encouraged to adopt as many semiotic resources as possible while composing multimodal text; 2)Young EFL learners should be informed about the importance of motivated signs; 3) Young EFL learners should be given enough freedom to choose the topics of their digital stories.
Advisors/Committee Members: Hsiu-Ting Hung (chair), Mei-Ya Liang (chair), Yu-Feng Yang (committee member).
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 January 18, 2021.
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. 18 Jan 2021.
Vancouver:
Lai Y. A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality. [Internet] [Thesis]. NSYSU; 2013. [cited 2021 Jan 18].
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
12.
Hoff, Martha J.
The impact of new technology on literacy practices : an
urban perspective.
Degree: PhD, 2014, University of Rochester
URL: http://hdl.handle.net/1802/28573
► 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)
▼ 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
access providing access to any information, whenever, and wherever
the individual wants it. Wireless mobile phones and tablets allow
the Internet and its
digital affordances to flow into every hand,
everywhere, in every circumstance. Powerful,
convenient,
multi-purpose, mobile phones and tablets are the two key players in
the fast
growing world of mobile computers. With mobile
communications being more
affordable, youth from low
socio-economic households and communities have greater
opportunities to engage in the digital world.
This case study used
connective ethnographic methods to address two questions:
What are
the literacy practices of six lower socio-economic status urban
youth aged 16 to
18 years in north-eastern USA while engaged with
mobile technology? How and what
mobile technologies were being
used by these urban youth and how did these influence
literacy
practices?
The goal of this dissertation was to better understand
the influence of mobile
technology on literacy practices when used
by a particular group bounded by age, time,
ownership, and place.
The participants were six students aged 16-18 years old, attending
an urban low socio-economic situated high school in the
northeastern United States.
Literacy practices were observed in
both on- and offline spaces through observations,
interviews,
literacy logs, and through the use of remote monitoring software,
loaded on
participants’ smart phones and laptops for a two-week
period. A focus group was conducted at the end of data collection.
Tablets, while owned by participants were
deemed redundant by
participants and often given away to other family members.
Analysis of the extensive data set led to five critical findings
that will add to the
current understanding on how mobile
technologies influenced the literacy practices of
these urban
youth: (1) choice of mobile technology, (2) creation of
meaning/social
semiosis, (3) communication hierarchy and the
critical role of connectedness, (4) the
impact of trust on
communication and engagement in on- and offline communities, and
(5) the concept of tinkering bounded by technology, mistrust, and
non-public participation.
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 January 18, 2021.
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. 18 Jan 2021.
Vancouver:
Hoff MJ. The impact of new technology on literacy practices : an
urban perspective. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2021 Jan 18].
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
University of Alberta
13.
Nahachewsky, James.
At the edge of reason: Three language and literacy
educators' classroom experiences teaching born-digital
students.
Degree: PhD, Department of Secondary Education, 2010, University of Alberta
URL: https://era.library.ualberta.ca/files/08612n66p
► Contemporary English language arts (ELA) teachers engage students who have been born into a digital world where emergent literacies challenge the traditionally authoritative perspectives and…
(more)
▼ Contemporary English language arts (ELA) teachers
engage students who have been born into a digital world where
emergent literacies challenge the traditionally authoritative
perspectives and physical boundaries of books and classrooms. This
qualitative case study inquired into the classroom experiences of
three senior English language arts teachers located in two western
Canadian provinces in our digital-based communications age.
Analyzed through a cultural studies lens, this inquiry’s data were
collected through the methodological triangulation of classroom
observation, semi-structured interview, and online journal
responses. The study’s findings reveal the significance of the
three selected teachers’ textual stances and pedagogy to their
students’ new literacies in this time of epochal communications and
cultural change. A broadening horizon of textual choice and
compositional possibilities complicated each of the three teachers’
classroom practice in a subject area whose content, traditionally,
relies upon reading and responding to print-based canonical texts.
Each of these teachers was working In medias res to understand
which texts and textual practices should be held on to, and which
could be relinquished for the benefit of their students’ language
learning. A major concern that emerged for each of these three
educators was a perceived loss of deep critical readings by their
students. This concern was counter-balanced for the subject area
specialists by an emergent understanding of the affordances of a
broadening set of texts and textual practices – a developing
awareness that students’ critical literacies can emerge in a
rhizomal manner, and that teachers and students can co-author their
literacy experiences within the (con)text of the ELA classroom. For
these three participants, teaching ELA has become an ‘ellipsis’ in
a digital-based age where certain previously privileged texts and a
sense of authority need to be relinquished in order to achieve the
co-constructed understanding of word and world so valued by these
educators and their students.
Subjects/Keywords: English language arts, new literacies, critical literacy,
born-digital, text, classrooms
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Export
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Manager
APA (6th Edition):
Nahachewsky, J. (2010). At the edge of reason: Three language and literacy
educators' classroom experiences teaching born-digital
students. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/08612n66p
Chicago Manual of Style (16th Edition):
Nahachewsky, James. “At the edge of reason: Three language and literacy
educators' classroom experiences teaching born-digital
students.” 2010. Doctoral Dissertation, University of Alberta. Accessed January 18, 2021.
https://era.library.ualberta.ca/files/08612n66p.
MLA Handbook (7th Edition):
Nahachewsky, James. “At the edge of reason: Three language and literacy
educators' classroom experiences teaching born-digital
students.” 2010. Web. 18 Jan 2021.
Vancouver:
Nahachewsky J. At the edge of reason: Three language and literacy
educators' classroom experiences teaching born-digital
students. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2021 Jan 18].
Available from: https://era.library.ualberta.ca/files/08612n66p.
Council of Science Editors:
Nahachewsky J. At the edge of reason: Three language and literacy
educators' classroom experiences teaching born-digital
students. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/08612n66p
Vanderbilt University
14.
Wang, Xiqiao.
A genre theory perspective on digital storytelling.
Degree: PhD, Teaching and Learning, 2013, Vanderbilt University
URL: http://hdl.handle.net/1803/14028
► In this dissertation, I drew on analytical frames found in genre theory to examine digital storytelling as a cultural practice with historically developed genre features,…
(more)
▼ In this dissertation, I drew on analytical frames found in genre theory to examine digital
storytelling as a cultural practice with historically developed genre features, practices, and structures. A central concern was to examine how genre mediated ongoing discursive work. I conducted interviews with designers and facilitators from four socially influential programs of digital storytelling to understand the cultural practice as simultaneously durable and dynamic. Attending to a corpus of facilitator-nominated digital stories, I developed genre-informed discourse analytical methods to explore how locally manifested genre features embodied ideological orientations, institutional pressures, and individual intentions. Analysis of ethnographic data allowed me to describe the four programs as dialectically connected to each other through a shared meaning potential they drew from and added to. In the mean time, each program developed temporarily stabilized genre practices in response to contingent social, cultural, institutional, and personal needs and intentions. Digital stories manifested genre features that indexed collective ideological and experiential knowledge. I suggest that we treat temporality as one dimension of genre features.
Advisors/Committee Members: Hall, Rogers (committee member), Dalton, M. Bridget (committee member), Graham, Steve (committee member), Leander, M. Kevin (Committee Chair).
Subjects/Keywords: discourse analysis; new literacies; writing research; multimodal composition
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APA ·
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Manager
APA (6th Edition):
Wang, X. (2013). A genre theory perspective on digital storytelling. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14028
Chicago Manual of Style (16th Edition):
Wang, Xiqiao. “A genre theory perspective on digital storytelling.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed January 18, 2021.
http://hdl.handle.net/1803/14028.
MLA Handbook (7th Edition):
Wang, Xiqiao. “A genre theory perspective on digital storytelling.” 2013. Web. 18 Jan 2021.
Vancouver:
Wang X. A genre theory perspective on digital storytelling. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1803/14028.
Council of Science Editors:
Wang X. A genre theory perspective on digital storytelling. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/14028
15.
Fleming, Kathleen.
Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction.
Degree: EdD Doctor of Education, Reading and Language, 2019, National-Louis University
URL: https://digitalcommons.nl.edu/diss/411
► This multi-case case study explored how literacy teachers integrated the Internet, other ICTs, and the new literacies of online research and comprehension into literacy…
(more)
▼ This multi-case case study explored how literacy teachers integrated the Internet, other ICTs, and the
new literacies of online research and comprehension into literacy instruction. The research questions focused on participants’ perceptions about the role, benefits, and obstacles of integration as well as their planning, preparation, and delivery of instruction. The data collection included participant interviews, lesson observations, participant reflections, and classroom artifacts. The study found that teachers integrate technology extensively, explicitly, and purposefully by using technology as a teacher tool and offering students opportunities to use technology tools. Another key finding is that teachers’ lessons reflect a wide spectrum of technology integration. The study’s findings indicate that teachers need preservice teacher preparation and ongoing professional development focused on meaningful, contextualized technology integration and the
new literacies of online research and comprehension.
Advisors/Committee Members: Dr. Sophie Degener.
Subjects/Keywords: New Literacies; Educational Technology; Technology Integration; Language and Literacy Education
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APA (6th Edition):
Fleming, K. (2019). Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/411
Chicago Manual of Style (16th Edition):
Fleming, Kathleen. “Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction.” 2019. Doctoral Dissertation, National-Louis University. Accessed January 18, 2021.
https://digitalcommons.nl.edu/diss/411.
MLA Handbook (7th Edition):
Fleming, Kathleen. “Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction.” 2019. Web. 18 Jan 2021.
Vancouver:
Fleming K. Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2021 Jan 18].
Available from: https://digitalcommons.nl.edu/diss/411.
Council of Science Editors:
Fleming K. Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/411
16.
Finney, Kelli Lynn.
Many Voices, Many Selves: An Analysis Of Education Blog Discourses.
Degree: MA, Linguistics, 2013, University of North Dakota
URL: https://commons.und.edu/theses/1532
► At this point, the majority of computer mediated communication (CMC) studies have employed a variation analysis approach, quantitatively describing language on the Internet and…
(more)
▼ At this point, the majority of computer mediated communication (CMC) studies have employed a variation analysis approach, quantitatively describing language on the Internet and comparing CMC to speech and writing. While these studies have provided valuable information about CMC, they have also left many gaps, especially related to social and ideological issues such as language use.
This study responds to the need for more qualitative studies of language on the Internet by examining one form of CMC: education blogs. The study analyzes a selection of posts from five blogs published between March 21, 2012 and March 28, 2013. These five blogs were chosen from an initial list of 307 blogs that was compiled from both education blog reference lists and snowball sampling from blogrolls. Ideological discourse features of the blogs, specifically James Paul Gee's concepts of situated meaning, intertextuality, social languages, and Big "D" Discourses, are the focus of the study.
Following this analysis, several recent social media tools are discussed, focusing on the implications these technologies have for literacy practices. Questions exploring how Discourse use might be impacted by these
new types of social media are also introduced, as are numerous possibilities for future research.
Advisors/Committee Members: Diana D. Weber.
Subjects/Keywords: Blog; Computer Mediated Communication; Discourse; James Paul Gee; Literacy; New Literacies
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APA (6th Edition):
Finney, K. L. (2013). Many Voices, Many Selves: An Analysis Of Education Blog Discourses. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1532
Chicago Manual of Style (16th Edition):
Finney, Kelli Lynn. “Many Voices, Many Selves: An Analysis Of Education Blog Discourses.” 2013. Masters Thesis, University of North Dakota. Accessed January 18, 2021.
https://commons.und.edu/theses/1532.
MLA Handbook (7th Edition):
Finney, Kelli Lynn. “Many Voices, Many Selves: An Analysis Of Education Blog Discourses.” 2013. Web. 18 Jan 2021.
Vancouver:
Finney KL. Many Voices, Many Selves: An Analysis Of Education Blog Discourses. [Internet] [Masters thesis]. University of North Dakota; 2013. [cited 2021 Jan 18].
Available from: https://commons.und.edu/theses/1532.
Council of Science Editors:
Finney KL. Many Voices, Many Selves: An Analysis Of Education Blog Discourses. [Masters Thesis]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1532
University of Manchester
17.
Smith, Paul Vincent.
Academic literacy practices : plausibility in the essays of a diverse social science cohort.
Degree: PhD, 2013, University of Manchester
URL: https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html
;
http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574390
► This thesis addresses academic writing using two practice-led disciplines, academic literacies and ethnomethodology. It is first concerned to evaluate the possibilities of cooperation between these…
(more)
▼ This thesis addresses academic writing using two practice-led disciplines, academic literacies and ethnomethodology. It is first concerned to evaluate the possibilities of cooperation between these cognate endeavours, and concludes that where academic literacies provides a locus and set of topics for academic writing studies, ethnomethodology can contribute a sharpening of focus and of analytic tools. Ethnomethodology provides a reassuring message in that it confirms the value of detailed local studies, in this case of literacy. However, it is also the source of critique for those literacy scholars who have tried to site their studies in dualisms. This is seen as a rejection of situated studies. There is therefore a prominent methodological focus in this thesis. These methodological issues are then discussed in regard to how they translate into agendas and technologies for the study of social literacies. It is shown that ethnographic-type methods are necessary for such studies, even where they do not qualify as ‘full’ ethnographies by traditional standards. This study itself took on a quasi-ethnographic or ethnographic-type approach, using a longitudinal method to track the academic writing practices of eight undergraduate students with the aim of ascertaining the social and collaborative ways in which their work is accorded plausibility. Material from the study is presented in the form of interview analysis, and in a series of ethnographic case studies that use a variety of material, including interviews with students and staff, student essays, and various other materials that were accrued throughout the administrative life of the essays. Various methods for achieving or according plausibility, on the part of both students and staff, are discussed and analysed. Although all protagonists involved in essay writing and marking looked for and dealt in conventions wherever possible, the material presented here demonstrates that participants were generally aware of the limits to the possibilities of phenomena, and that there may be cause to locate, challenge, change, and adapt to the things that can acceptably be said and done in essay writing.
Subjects/Keywords: 808.0428; Ethnomethodology; Academic Literacies; New Literacy Studies; practice; literacy practices; ethnography
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APA (6th Edition):
Smith, P. V. (2013). Academic literacy practices : plausibility in the essays of a diverse social science cohort. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574390
Chicago Manual of Style (16th Edition):
Smith, Paul Vincent. “Academic literacy practices : plausibility in the essays of a diverse social science cohort.” 2013. Doctoral Dissertation, University of Manchester. Accessed January 18, 2021.
https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574390.
MLA Handbook (7th Edition):
Smith, Paul Vincent. “Academic literacy practices : plausibility in the essays of a diverse social science cohort.” 2013. Web. 18 Jan 2021.
Vancouver:
Smith PV. Academic literacy practices : plausibility in the essays of a diverse social science cohort. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2021 Jan 18].
Available from: https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574390.
Council of Science Editors:
Smith PV. Academic literacy practices : plausibility in the essays of a diverse social science cohort. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574390
University of Toronto
18.
Wilton, Lesley.
The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting.
Degree: PhD, 2017, University of Toronto
URL: http://hdl.handle.net/1807/79522
► As participation in formal online learning continues to be more commonplace in higher education, high schools, and middle schools (Means, Toyama, Murphy, Bakia, Jones, 2010),…
(more)
▼ As participation in formal online learning continues to be more commonplace in higher education, high schools, and middle schools (Means, Toyama, Murphy, Bakia, Jones, 2010), contextualized explorations of social practices important to learning in discussion-based online learning environments (DBOLEs) are called for. This research combines both online learning and literacy research perspectives by examining quantitative and qualitative data from an interpretive perspective to better understand the less visible, less studied, and typically less instructor-valued practices of reading, rereading, and revisiting (the 3 Rs) in DBOLEs. This study of the behaviours and opinions of 137 students, one instructor, and their 13,754 entries in eight online graduate education courses investigates the social practices of the 3Rs and those practices related to
subject titles. Revisiting othersâ word-for-word ideas and creating/selecting information by
subject titles are
new literacy practices taking place in online learning that ordinarily do not have identical practices in face-to-face classrooms. These practices are essential to online learning and are important to understand. An instructor interview contributed thoughtful perspectives while documenting understandings of how learnersâ social practices can be supported and valued. Through an explanatory sequential mixed methods design, the findings are presented in three sub-study formats.
This study finds that participants revisit many entries, sometimes multiple times, to further their understandings or seek clarification, or participate socially in the online learning environment. As well, the findings suggest that creating
subject titles is an important practice that influences the learning of both the author and the reader. These findings call for consideration of a pedagogical change in the value placed on these less visible practices, supported by instructional design modifications highlighting, for both instructors and students, the importance of reading and revisiting activities.
Finally, it may be valuable to consider more deeply exploring and documenting the social practices taking place in online learning in order to contribute to a potential lowercase theory of
new literacies in online learning, under the wings of the evolving uppercase Dual-Level Theory of
New Literacies (Leu, Kinzer, Coiro, Castek, Henry, 2013). This research could be considered a contributing body of work.
Advisors/Committee Members: Brett, Clare, Curriculum, Teaching and Learning.
Subjects/Keywords: Interpretive; Literacy; New Literacies; Online Learning; Online Teaching; Social Practices; 0710
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APA (6th Edition):
Wilton, L. (2017). The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79522
Chicago Manual of Style (16th Edition):
Wilton, Lesley. “The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting.” 2017. Doctoral Dissertation, University of Toronto. Accessed January 18, 2021.
http://hdl.handle.net/1807/79522.
MLA Handbook (7th Edition):
Wilton, Lesley. “The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting.” 2017. Web. 18 Jan 2021.
Vancouver:
Wilton L. The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1807/79522.
Council of Science Editors:
Wilton L. The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79522
University of Toronto
19.
McIntosh, Megan Lynn.
“Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies.
Degree: PhD, 2016, University of Toronto
URL: http://hdl.handle.net/1807/80378
► This study examines how writing centres in the universities selected for consideration support the literacy practices of multilingual students in anglophone institutions of higher education.…
(more)
▼ This study examines how writing centres in the universities selected for consideration support the literacy practices of multilingual students in anglophone institutions of higher education. This research draws on critical writing centre scholarship that suggests research in writing centres must account for the impact of the institutional and societal discourses around literacy that shape the roles and pedagogical practices undertaken in the writing centre (Boquet, 2002; Grimm, 1996, 2008, 2009; Olson, 2013).
In pursuing this research and accounting for the discursive frames that impact and are often enacted in writing centres, this research employs a multiple methods approach. First, I undertake a critical discourse analysis (CDA) of 12 writing centre websites, and second I draw insights from a case study in a single writing centre site using data collected through interviews, focus groups and observations with writing centre leadership, writing centre advisors and multilingual students.
The findings demonstrate that powerful literacy discourses operating at the societal and institutional levels frequently draw upon autonomous views of literacy as discrete, transferrable skills, which often position multilingual students as deficient. The CDA of writing centre sites suggest these discourses impact the espoused pedagogy and public discourse of writing centres. However, the data from the observed literacy events in writing centre tutorials and the interviews and focus groups with multilingual students and writing centre advisors suggest that the interpersonal interactions in writing centres diverge from the espoused practices. Indeed, the data suggests that while students often seek to integrate or socialise themselves to the powerful literacy practices of the academy, the educator role definitions of writing centre advisors can move outcomes beyond socialisation. Instances of careful subversion or ambiguous resistance can be found in some of the approaches taken by advisors in this study in an effort to broaden and challenge literacy practices that mark multilingualism as deficit.
2017-11-30 00:00:00
Advisors/Committee Members: GagnĂŠ, Antoinette, Curriculum, Teaching and Learning.
Subjects/Keywords: Critical Theory; Higher Education; Multilingualism; New Literacies; Writing Centres; 0515
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APA (6th Edition):
McIntosh, M. L. (2016). “Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80378
Chicago Manual of Style (16th Edition):
McIntosh, Megan Lynn. ““Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies.” 2016. Doctoral Dissertation, University of Toronto. Accessed January 18, 2021.
http://hdl.handle.net/1807/80378.
MLA Handbook (7th Edition):
McIntosh, Megan Lynn. ““Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies.” 2016. Web. 18 Jan 2021.
Vancouver:
McIntosh ML. “Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1807/80378.
Council of Science Editors:
McIntosh ML. “Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/80378
20.
Jurich, Charles.
Quiet on the Set!: Writing Socially in an Elementary After-School Video Club.
Degree: Language, Literacy, and Sociocultural Studies, 2014, University of New Mexico
URL: http://hdl.handle.net/1928/23554
► The research presented is a qualitative case study of an after-school video club for elementary age students. The focus of the project revolved around one…
(more)
▼ The research presented is a qualitative case study of an after-school video club for elementary age students. The focus of the project revolved around one main question: how do students socially read and write videos? The broader goal of the question was to understand how students socially read and write multimodal texts with video as a subset. The study was approached from sociocultural approach to literacy that recognizes videomaking as a
new literacies practice. As a literacy practice, videomaking incorporates multiple authors, multiple communicative modes (visual, spatial, aural, gestural, and linguistic), and involves complex and dynamic social interactions between both readers and writers of texts. Using qualitative methods of data collection and analysis, one site (the Midway Elementary After-School Video Club) was studied for a complete school year. There were 23 participants in the study including 20 4th and 5th grade students, two adult volunteers, and a participant/researcher. The findings of the study outline how participants at the site socially read and wrote videos: by inventing, revising, and following a socially established videomaking process (pre-production, production, post-production, and distribution), by behaving in ways that were influenced by sociocultural contexts specific to videomaking at the site (protocols, roles, tools, products), and interacting in specific and identifiable ways (inquiring, instructing, suggesting, and evaluating) to both solve' and 'find' problems during literacy events. Videomaking required multiple authorship and, depending on how students responded to the sociocultural contexts, the opportunity for democratic writing was made possible and sometimes inevitable. Through the study of social videomaking, the research deomonstates the social nature of all
literacies.'
Advisors/Committee Members: Meyer, Richard, Zancanella, Don, Mahn, Holbrook, Kingsley, Karla.
Subjects/Keywords: new literacies; writing; video
…new literacies practices and new mindsets towards literacy (evolving
component)… …Videomaking is a new literacies practice that subsumes the above
components (an emphasis on… …participants?
Significance of the Study
Kist (2005) notes that new literacies such as… …relatively new form of
writing. As a new literacies practice, it involves new ways of learning that… …into the all
important social interactions in new literacies writing processes.
Incorporating…
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APA ·
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Export
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Manager
APA (6th Edition):
Jurich, C. (2014). Quiet on the Set!: Writing Socially in an Elementary After-School Video Club. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23554
Chicago Manual of Style (16th Edition):
Jurich, Charles. “Quiet on the Set!: Writing Socially in an Elementary After-School Video Club.” 2014. Doctoral Dissertation, University of New Mexico. Accessed January 18, 2021.
http://hdl.handle.net/1928/23554.
MLA Handbook (7th Edition):
Jurich, Charles. “Quiet on the Set!: Writing Socially in an Elementary After-School Video Club.” 2014. Web. 18 Jan 2021.
Vancouver:
Jurich C. Quiet on the Set!: Writing Socially in an Elementary After-School Video Club. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1928/23554.
Council of Science Editors:
Jurich C. Quiet on the Set!: Writing Socially in an Elementary After-School Video Club. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/23554
University of Southern California
21.
Felt, Laurel Jeanne.
Towards 21st century learning: culture, process, and
skills.
Degree: PhD, Communication, 2014, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7530
► This dissertation examines four out-of-school learning contexts, using the same 10 research questions pertaining to culture, process, and skills in order to guide inquiry across…
(more)
▼ This dissertation examines four out-of-school learning
contexts, using the same 10 research questions pertaining to
culture, process, and skills in order to guide inquiry across these
case studies. In terms of culture, this dissertation argues that
safety, connection, engagement and empowerment are the four most
important characteristics to scrutinize. In terms of process, this
dissertation looks at participatory governance, participatory
learning, and playfulness. And in terms of skills, this
dissertation analyzes according to the original, multi-faceted
constructs of Dynamic Appreciation, Resource Engagement, and
Respectful Negotiation. This investigation also poses an additional
research question for each case study, reviewing a unique feature
of each experience. Collectively, this dissertation seeks to
discover trends and/or relationships between/among culture,
process, and skill development. I submit that looking through a
communication lens at the works of educators and students, across
school-based and out-of-school learning environments, offers
valuable perspectives on the complex and essential endeavor of
learning.
Advisors/Committee Members: Jenkins, Henry (Committee Chair), Riley, Patricia (Committee Member), Kuhn, Virginia (Committee Member).
Subjects/Keywords: 21st century learning; new media literacies; out-of-school; play; improvisation
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APA (6th Edition):
Felt, L. J. (2014). Towards 21st century learning: culture, process, and
skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7530
Chicago Manual of Style (16th Edition):
Felt, Laurel Jeanne. “Towards 21st century learning: culture, process, and
skills.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 18, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7530.
MLA Handbook (7th Edition):
Felt, Laurel Jeanne. “Towards 21st century learning: culture, process, and
skills.” 2014. Web. 18 Jan 2021.
Vancouver:
Felt LJ. Towards 21st century learning: culture, process, and
skills. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2021 Jan 18].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7530.
Council of Science Editors:
Felt LJ. Towards 21st century learning: culture, process, and
skills. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7530
22.
Welsh, James L.
Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts.
Degree: 2014, University of South Florida
URL: https://scholarcommons.usf.edu/etd/5605
► This study establishes a comprehensive methodology for analyzing children's website content, based on both linguistic and rhetorical data, by employing defensible criteria to evaluate both…
(more)
▼ This study establishes a comprehensive methodology for analyzing children's website content, based on both linguistic and rhetorical data, by employing defensible criteria to evaluate both qualitative and quantitative data. By employing genre theory as a prism for examining form, substance, and rhetorical action within children's websites, this study applies that methodology to a purposeful sample of five children's websites. Results of the analysis document the complex multimodal and multilinear nature of the websites studied and identify a possible new genre, the pop culture carousel website.
Subjects/Keywords: content analysis; genre theory; literacy; multimodality; new literacies; Education
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APA (6th Edition):
Welsh, J. L. (2014). Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5605
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):
Welsh, James L. “Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts.” 2014. Thesis, University of South Florida. Accessed January 18, 2021.
https://scholarcommons.usf.edu/etd/5605.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Welsh, James L. “Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts.” 2014. Web. 18 Jan 2021.
Vancouver:
Welsh JL. Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts. [Internet] [Thesis]. University of South Florida; 2014. [cited 2021 Jan 18].
Available from: https://scholarcommons.usf.edu/etd/5605.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Welsh JL. Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts. [Thesis]. University of South Florida; 2014. Available from: https://scholarcommons.usf.edu/etd/5605
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Clemson University
23.
McCrea-Andrews, Heather J.
A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?.
Degree: PhD, Curriculum and Instruction, 2014, Clemson University
URL: https://tigerprints.clemson.edu/all_dissertations/1338
► The purpose of this mixed-methods research study was to investigate the comprehension and motivation of 36, sixth-grade students reading moderately challenging text under two…
(more)
▼ The purpose of this mixed-methods research study was to investigate the comprehension and motivation of 36, sixth-grade students reading moderately challenging text under two conditions: Nook or book. Using a Sequential Explanatory Design model, quantitative data were collected prior to qualitative data collection (Creswell & Plano Clark, 2011). A Matched Pairs Design model (Hinkle, Wiersma, & Jurs, 2003) was employed for the quantitative portion of the study with 18 participants randomly assigned to the Nook group and 18 participants randomly assigned to the book group. Nook group participants were instructed to use the following electronic features during reading: highlighting, note taking, and dictionary usage. The book group participants received instruction for using actual highlighters, sticky notes, and dictionaries during reading. Participants read and responded to Sounder (Armstrong, 1969) in either a traditional or digital (Nook) format. Quantitative data included scores on a reading motivation survey and summative comprehension test. Qualitative data included students’ journal entries, researcher’s field notes, and participants’ verbal responses to interview questions. Results indicate the Nook group achieved higher overall comprehension scores with statistically significant higher inferential comprehension scores than the book group. Nook group participants also read approximately 3 minutes longer per day, chose a free-write response option (as opposed to responding to researcher-constructed writing prompts), and cited text more frequently in journal responses than book group participants. Findings suggest that engaging students in reading digital text and teaching them to use the technology’s facilitative features has the potential to improve student’s reading comprehension of moderately challenging text.
Advisors/Committee Members: Dr. Linda B. Gambrell, Dr. Pamela J. Dunston, Dr. David E. Barrett, Dr. Sandra Linder, Dr. Susan King Fullerton, Dr. Barbara J. Speziale.
Subjects/Keywords: digital reading; comprehension; motivation; new literacies; Curriculum and Instruction
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APA ·
Chicago ·
MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McCrea-Andrews, H. J. (2014). A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1338
Chicago Manual of Style (16th Edition):
McCrea-Andrews, Heather J. “A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?.” 2014. Doctoral Dissertation, Clemson University. Accessed January 18, 2021.
https://tigerprints.clemson.edu/all_dissertations/1338.
MLA Handbook (7th Edition):
McCrea-Andrews, Heather J. “A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?.” 2014. Web. 18 Jan 2021.
Vancouver:
McCrea-Andrews HJ. A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2021 Jan 18].
Available from: https://tigerprints.clemson.edu/all_dissertations/1338.
Council of Science Editors:
McCrea-Andrews HJ. A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1338
University of Georgia
24.
Thiel, Jennifer Ann Johnson.
Literacies, materiality, and working-class lives.
Degree: 2015, University of Georgia
URL: http://hdl.handle.net/10724/31319
► Conceived as a special issue journal that comprises of five essays called encounters, this post-qualitative dissertation using Deleuzoguattarian and feminist new materialist theories, examines autobiographical…
(more)
▼ Conceived as a special issue journal that comprises of five essays called encounters, this post-qualitative dissertation using Deleuzoguattarian and feminist new materialist theories, examines autobiographical accounts, the multimodal
out-of-school literacies of children in a working-class working poor neighborhood, and the preservice teacher education classroom as a site of muchness. Each of these essays represents the expressions of what are situational and fleeting understandings
of the phenomenon of muchness. Each encounter is linked by its origin (muchness) but very distinct from one another in the ways they conceptualize how muchness unfolds. This dissertation is guided by three research questions: 1) What is muchness? 2) How
is muchness related to early childhood literacies, and 3) Under what conditions does muchness flourish for adults and children? Muchness is defined as intellectual fullness that manifests through a compulsion to be engaged in an activity that one has a
particular affinity for or curiosity about. To this end, this research observes muchness manifesting in three interconnected, overlapping and mutually influential ways: through affect (embodied and emotional engagements), through objects (everyday
materials and things), and through composition (exercising creativity). These three expressions of muchness are illustrated in depth throughout this special issue journal and its contents.
Subjects/Keywords: social class; multimodal literacies; Deleuze; new materialism; objects; writing pedagogy
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APA (6th Edition):
Thiel, J. A. J. (2015). Literacies, materiality, and working-class lives. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/31319
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):
Thiel, Jennifer Ann Johnson. “Literacies, materiality, and working-class lives.” 2015. Thesis, University of Georgia. Accessed January 18, 2021.
http://hdl.handle.net/10724/31319.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Thiel, Jennifer Ann Johnson. “Literacies, materiality, and working-class lives.” 2015. Web. 18 Jan 2021.
Vancouver:
Thiel JAJ. Literacies, materiality, and working-class lives. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10724/31319.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Thiel JAJ. Literacies, materiality, and working-class lives. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/31319
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Arizona
25.
Schwartz, Lisa.
Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers
.
Degree: 2011, University of Arizona
URL: http://hdl.handle.net/10150/202715
► Youth experiences with digital technologies demonstrate untapped potential for informing school-based learning responsive to adolescent identity and socialization practices (Ito et al., 2008). This study…
(more)
▼ Youth experiences with digital technologies demonstrate untapped potential for informing school-based learning responsive to adolescent identity and socialization practices (Ito et al., 2008). This study presents the formation of a collaborative model for appropriating youth and digital practices for developing
new literacies with high school students in the U.S.-Mexico borderlands (
New London Group, 1996). The research incorporates diversity in technology access and participation of predominately Latino students in English classrooms as a resource to engage literacy development across multiple discursive domains and challenge deficit discourses for Latino youth.The participatory approach combines interventionist research, in the cultural historical tradition of expansive learning (Engeström, 1987) with ethnographic methods for informing curricular practice (González, Moll,&Amanti, 2005; Lee, 2007) and
new literacies pedagogy stressing collaborative, critical, and multimodal semiosis infused with Freirian praxis (Coiro et al., 2008; Freire, 1999; Lemke, 2003). Research involved co-developing, co-teaching and daily participant observation within the multiple online and offline spaces of a high school writing course, a weekly after school club begun with students from the class and several additional classrooms. A variety of data illustrates tensions and synergies of migrating practices across systems of activity represented by teacher, researcher and student standpoints. The research maps how socio-spatial relationships among academic and youth discourses, modalities, and participants' classroom positions were reconfigured through the use of digital tools joined with pedagogies responsive to adolescents' social and digital practices.An afterschool group's wiki participation extended students' oral and visual
literacies into written expression and gave other participants a model of collaborative practice to guide classroom interaction. Engaging familiar and
new tools for inquiries based on youth interests and complementary analytical concepts emphasized the primacy of the social and pedagogical aspects of technology. Students' agency in theorizing identity and developing representational spaces (Lefebvre, 1991) emerged as a key mediator for expanding their
literacies across personal and academic contexts. In the collaborative process, participants forged
new, hybrid genres, audiences and identities for distributing and developing their literacy practices across false dichotomies of home/school and online/offline spaces, and for reconfiguring normative school literacy regimes.
Advisors/Committee Members: Moll, Luis C (advisor), González, Norma (committeemember), Short, Kathy (committeemember), Moll, Luis C. (committeemember).
Subjects/Keywords: digital;
Latinos;
new literacies;
new media;
Language, Reading & Culture;
adolescents;
cultural historical activity theory
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APA (6th Edition):
Schwartz, L. (2011). Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers
. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/202715
Chicago Manual of Style (16th Edition):
Schwartz, Lisa. “Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers
.” 2011. Doctoral Dissertation, University of Arizona. Accessed January 18, 2021.
http://hdl.handle.net/10150/202715.
MLA Handbook (7th Edition):
Schwartz, Lisa. “Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers
.” 2011. Web. 18 Jan 2021.
Vancouver:
Schwartz L. Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers
. [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10150/202715.
Council of Science Editors:
Schwartz L. Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers
. [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/202715
University of Rochester
26.
Marsh, Valerie L.
New literacies ethos in a high school English class: a
case study.
Degree: PhD, 2016, University of Rochester
URL: http://hdl.handle.net/1802/30840
► The purpose of this dissertation is to explore how youth and their teacher make sense of new literacies ethos in a high school English class.…
(more)
▼ The purpose of this dissertation is to explore how
youth and their teacher make sense of
new literacies ethos in a
high school English class. The study’s ultimate goal is to
highlight youth and teacher perspectives on ethos concepts such as
affinity spaces,
participatory culture, collaboration, distributed
expertise, collective intelligence,
multimodal meaning, and
flexible identities, and the extent to which these ways of
thinking come into play in the classroom. This exploration
contributes to literature on
new literacies ethos, ways of
thinking that are so prevalent in the everyday literacies of
the
digital age, yet often ignored in school settings. An increased
understanding of how
youth and their teacher draw upon these ethos
may result in English pedagogy and
curricula that acknowledges and
incorporates new literacies ethos to make school
learning more
relevant, engaging, and inclusive. This study utilizes a
qualitative case
study methodology with interview and participant
observation in order to uncover student
and teacher values
informing their literacies. Resulting interview transcripts and
fieldnotes, as well as other artifacts, have been analyzed
according to the methods of
grounded theory. The main findings of
this dissertation indicate that classroom spaces
can operate as
particular types of affinity spaces – classroom affinity spaces,
realized
through peer feedback activities and multi-model
projects; however, institutional
structures and traditional
expectations prevented fuller classroom affinity space
realization. Analysis of these findings led to a theory of
classroom affinity spaces that
outlines features characterizing
these spaces. Additionally, this dissertation also found
that
students and teacher in this class valued different forms of social
connection, and the
consequences of that difference illuminates
the need to create classroom communities
that welcome and honor
social connection priorities representing a culturally and
experientially diverse pool of learners. By applying affinity space
and participatory
culture theory to physical, classroom spaces
this dissertation’s findings open up
discussion and further
research on how classroom spaces can become sites of “deep
learning” (Lankshear & Knobel, 2011; Gee, 2007). Furthermore,
findings contribute data
on a little studied population, suburban
youth of color from immigrant backgrounds,
disrupting assumptions
about youth and new literacies ethos.
Subjects/Keywords: New literacies ethos; Adolescent literacy; Affinity spaces; Social connection; Secondary writing instruction
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APA (6th Edition):
Marsh, V. L. (2016). New literacies ethos in a high school English class: a
case study. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/30840
Chicago Manual of Style (16th Edition):
Marsh, Valerie L. “New literacies ethos in a high school English class: a
case study.” 2016. Doctoral Dissertation, University of Rochester. Accessed January 18, 2021.
http://hdl.handle.net/1802/30840.
MLA Handbook (7th Edition):
Marsh, Valerie L. “New literacies ethos in a high school English class: a
case study.” 2016. Web. 18 Jan 2021.
Vancouver:
Marsh VL. New literacies ethos in a high school English class: a
case study. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1802/30840.
Council of Science Editors:
Marsh VL. New literacies ethos in a high school English class: a
case study. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/30840
27.
Kim, Su Yeon.
A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet.
Degree: PhD, Curriculum and Instruction, 2011, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9223
► This study explored beginning and advanced pre-service teachers’ Internet use and their experience, confidence, and competence in using new literacies of the Internet. In addition,…
(more)
▼ This study explored beginning and advanced pre-service teachers’ Internet use and their experience, confidence, and competence in using
new literacies of the Internet. In addition, this study compared the pre-service teachers to same-aged business and engineering students. Through using an online survey, this study recruited 1350 students from the various disciplines. This study conducted comparisons between a) underclassmen across the three majors, b) seniors across the majors, and c) underclassmen and seniors within the majors.
This study found that as digital natives, education, business, and engineering students used the Internet frequently. However, they were relatively unfamiliar with using
new literacies of the Internet during their high school and university educational experiences. Overall, the three majors’ students were confident but they were not competent in using
new literacies of the Internet including locating and evaluating information on the Internet. Comparisons between and within the majors revealed that education underclassmen were less confident and competent than engineering underclassmen peers and senior education students in evaluating information on the Internet. Education seniors were comparable to business and engineering seniors in their confidence and competence in both locating and evaluating information on the Internet. The findings imply that teacher educators need to understand the weaknesses of their pre-service teachers and provide them with appropriate opportunities and training to know how to effectively use and furthermore teach
new literacies of the Internet.
Advisors/Committee Members: McTigue, Erin (advisor), Helfeldt, Jack (advisor), Sadoski, Mark (committee member), Davis, Trina J. (committee member).
Subjects/Keywords: New Literacies; Preservice teachers education
…44
4.18 Number and percent of underclassmen’s experience with using
new literacies… …underclassmen’s experience with using
new literacies: Modeling of using new literacy skills… …46
4.20 Number and percent of underclassmen’s experience with using
new literacies: Hands… …63
4.47 Number and percent of senior students’ experience with using
new literacies… …students’ experience with using
new literacies: Modeling of using new literacy skills…
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APA ·
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Manager
APA (6th Edition):
Kim, S. Y. (2011). A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9223
Chicago Manual of Style (16th Edition):
Kim, Su Yeon. “A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet.” 2011. Doctoral Dissertation, Texas A&M University. Accessed January 18, 2021.
http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9223.
MLA Handbook (7th Edition):
Kim, Su Yeon. “A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet.” 2011. Web. 18 Jan 2021.
Vancouver:
Kim SY. A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9223.
Council of Science Editors:
Kim SY. A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9223
28.
McNally, Jana Wilkening.
Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds.
Degree: EdD Doctor of Education, Reading and Language, 2016, National-Louis University
URL: http://digitalcommons.nl.edu/diss/162
► Due to a growing concern regarding the reading motivation levels of adolescent males, educators have been encouraged to broaden their definition of literacy beyond…
(more)
▼ Due to a growing concern regarding the reading motivation levels of adolescent males, educators have been encouraged to broaden their definition of literacy beyond the traditional fiction novel. This study sought to target the reading motivation levels of unmotivated adolescent boys through the use of a multimedia-enhanced read aloud (MERA). Research questions included: (a) How does the implementation of the MERA impact the reading motivation of adolescent male students? (b) How does the implementation of the MERA impact the reading motivation of
unmotivated adolescent male students? (c) How does the implementation of the MERA impact the reading motivation of adolescent male students compared to adolescent females? (d) How does the implementation of the MERA impact the reading motivation of
unmotivated adolescent male students compared to
motivated male students?
To address these questions, a 6-week study that included the implementation of the MERA was conducted in a seventh-grade classroom. Following the MERA, students participated in either a writing prompt or a small group discussion. Data collection included both quantitative and qualitative measures consisting of a Motivation to Read Profile (MRP), interviews, writing prompts, and transcribed discussions with specific emphasis on the data from 6 adolescent male focal students.
From these analyses several important findings about adolescent males’ motivation emerged. First, the multimedia-enhanced text improved motivation for all males, especially those identified as unmotivated. In addition, the audio introduction of the MERA was found to be an essential component of engaging and bringing unmotivated male readers quickly into the text. Further, the visual elements of the MERA assisted the male students’ comprehension, improved the quality of their inferences, and encouraged visual literacy critique. Finally, the MERA prompted normally unmotivated male students to independently seek out other texts with multimedia elements.
Findings from this work indicate that teachers must continue to expand their definition of literacy and include texts, such as a multimedia-enhanced text, to improve male reading motivation. These texts can serve as a “lifeline” to bring boys back to reading.
Advisors/Committee Members: Dr. Susan McMahon, Dr. Sophie Degener, Dr. Ruth Ravid.
Subjects/Keywords: motivation; new literacies; digital literacy; boys; gender; digital media; multimedia; literacy; Education; Educational Methods
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APA ·
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APA (6th Edition):
McNally, J. W. (2016). Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/162
Chicago Manual of Style (16th Edition):
McNally, Jana Wilkening. “Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds.” 2016. Doctoral Dissertation, National-Louis University. Accessed January 18, 2021.
http://digitalcommons.nl.edu/diss/162.
MLA Handbook (7th Edition):
McNally, Jana Wilkening. “Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds.” 2016. Web. 18 Jan 2021.
Vancouver:
McNally JW. Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2021 Jan 18].
Available from: http://digitalcommons.nl.edu/diss/162.
Council of Science Editors:
McNally JW. Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/162
Wayne State University
29.
Karcher, Mary.
Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy.
Degree: PhD, English, 2016, Wayne State University
URL: https://digitalcommons.wayne.edu/oa_dissertations/1644
► This project argues that spreadable media texts motivate people to engage in compositional activities advocated in First Year Composition (FYC). Drawing on Henry Jenkins’…
(more)
▼ This project argues that spreadable media texts motivate people to engage in compositional activities advocated in First Year Composition (FYC). Drawing on Henry Jenkins’ assertion that participatory culture offers potential for learning, I use his list of eleven participatory culture skills that he believed necessary for all students. After showing how well the Participatory Culture Abilities (PCAs) align with the WPA Outcomes Statement (WPA OS), I put forth the WPA OS and the PCAs combined as a lens through which to view three spreadable media case studies: Spreadable Media Events, Fan Labor, and Alternate Reality Games. Based on my findings, I conclude that we should incorporate Spreadable Media and Participatory Design pedagogy into the composition classroom, which will lead to innovative pedagogical practices that foster agency and engagement in students towards their writing. It will inform and facilitate the achievement of the Writing Program Administrators’ outcomes; and it will support the learning of a set of participatory culture abilities that will help students to become conscious, responsible and empowered users of their rhetorical power in digital environments.
Advisors/Committee Members: Frances Ranney.
Subjects/Keywords: Alternate Reality Games; Composition; Fan Labor; New Media Literacies; Participatory Culture; Spreadable Media; Rhetoric
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Karcher, M. (2016). Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1644
Chicago Manual of Style (16th Edition):
Karcher, Mary. “Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy.” 2016. Doctoral Dissertation, Wayne State University. Accessed January 18, 2021.
https://digitalcommons.wayne.edu/oa_dissertations/1644.
MLA Handbook (7th Edition):
Karcher, Mary. “Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy.” 2016. Web. 18 Jan 2021.
Vancouver:
Karcher M. Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2021 Jan 18].
Available from: https://digitalcommons.wayne.edu/oa_dissertations/1644.
Council of Science Editors:
Karcher M. Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1644
University of Arizona
30.
Koowuttayakorn, Sichon.
Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking
.
Degree: 2017, University of Arizona
URL: http://hdl.handle.net/10150/624521
► The present study explores informal English language teaching and learning (ELTL) on the social media platform of Facebook. In contrast to a formal second/foreign language…
(more)
▼ The present study explores informal English language teaching and learning (ELTL) on the social media platform of Facebook. In contrast to a formal second/foreign language (L2/FL) education setting which is institutionally sponsored and highly structured, the context of informal ELTL under investigation is "recreational" (Chik, 2015) in the sense that it is unconstrained by institutional structures and largely driven by personal interests and goals. With the unprecedented success of social media and social networking sites (SNSs), this
new form of learning and teaching can be found in a variety of languages and discourses across diverse digital landscapes. This study pays particular attention to the context of Thai speakers in three ELTL communities formed on Facebook Pages (FPs). The aim is to describe the participants' SNS-mediated L2 literacy practices as informed by Thai culture, beliefs, and values. This research project is grounded in the concept of
new literacies (Lankshear & Knobel, 2011) and the multimodal social semiotic approaches to analyzing digitally-mediated communication (Kress, 2010; Jewitt, 2009; Van Leeuwen, 2005). The analysis is also informed by the interpretative framework of positioning theory (Davies and Harré, 1990; Harré & van Langenhove, 1991) and sociolinguistic approaches to stances (Du Bois, 2007; Jaffe, 2009a). The integration of various theoretical and analytical models offers a holistic understanding of the participants' Facebook-based literacy practices from different perspectives. A mixed method approach that combines qualitative (e.g., multimodal analysis, online ethnographic observation) and quantitative (e.g., survey, user statistics) data analysis also helps describe the users’ semiotic productions and interactions from a diachronic point of view. While the purpose of the project is to examine contemporary L2 literacy engagement in an underexplored historical and cultural context, the analysis does not simply discuss the way Thai SNS users teach and/or learn English online. Rather, the findings also shed light on other important issues relating to digital
literacies including multimodal production, identity construction, social relationship formation, stance-taking acts, and language ideology. These emerging literacy practices are presented in three separate but interrelated analysis chapters. They are comprised of: 1) the multimodal analysis of the interplay between Facebook affordances and the users' semiotic activities; 2) the investigation of the participants’ self- and other-positioning strategies; and 3) the discussion of the participants' stance-taking acts in various aspects relating to English language teaching, learning, and use in contemporary society. Altogether, the findings pinpoint the complex and interconnected relationships among digital media, self, community, and ideology as fundamental to meaningful learning experiences on SNSs. They also support the view of language learning as a social practice, which highlights the fact that meaning and knowledge are…
Advisors/Committee Members: Waugh, Linda (advisor), Warner, Chantelle (advisor), Waugh, Linda (committeemember), Warner, Chantelle (committeemember), Reinhardt, Jonathan (committeemember).
Subjects/Keywords: Language Learning;
Multimodal Social Semiotics;
New Literacies;
Positioning;
Social Networking Sites;
Stancetaking
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Koowuttayakorn, S. (2017). Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking
. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624521
Chicago Manual of Style (16th Edition):
Koowuttayakorn, Sichon. “Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking
.” 2017. Doctoral Dissertation, University of Arizona. Accessed January 18, 2021.
http://hdl.handle.net/10150/624521.
MLA Handbook (7th Edition):
Koowuttayakorn, Sichon. “Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking
.” 2017. Web. 18 Jan 2021.
Vancouver:
Koowuttayakorn S. Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking
. [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/10150/624521.
Council of Science Editors:
Koowuttayakorn S. Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking
. [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624521
◁ [1] [2] [3] [4] ▶
. 
Open Access Theses and Dissertations
