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University of Exeter
1.
Tarling, Georgina.
Developing reflective engagement in the use of online digital devices : a mulitple case study of seven year olds and their home-school contexts.
Degree: PhD, 2017, University of Exeter
URL: http://hdl.handle.net/10871/32563 
► Children in the UK today live in an increasingly mediatised world. With rapid evolution in mobile technologies they are faced from an increasingly young age…
(more)
▼ Children in the UK today live in an increasingly mediatised world. With rapid evolution in mobile technologies they are faced from an increasingly young age with a plurality of choices at the level of device, mode and platform. Research argues that this landscape can offer exciting and empowering ways for children to learn, socialise and create, but that it also poses challenges in terms of wellbeing and relationships with information. Understanding how to support children to engage with devices healthily, critically and constructively has therefore attracted research attention across a number of disciplines from media education and online safety through information behaviour to new literacies. In some respects this has led to a proliferation and fragmentation of ‘literacies’ that can be overwhelming to navigate. However, bringing them into dialogue it is possible to find some common ground around what reflective engagement might look like. There is also agreement across these disciplines that in order to develop responsive ways of encouraging and supporting reflective engagement more research attention needs to be paid to the messy realities of children’s situated practices. Bringing this bottom-up research into dialogue with a tentative definition of reflective engagement based on existing models and ideas from the literature was the aim of the present study. The study was initially informed by learning ecology perspectives that situate children’s practices within a set of different contexts. Using this as a heuristic framing device the study explored the shaping of children’s engagement through a number of different lenses: material, socio-emotional, pedagogical and cultural. Using a case study approach I spent time with seven children, their families and their peers across home and school settings. In so doing I sought to generate rich qualitative data about practices, the aspects of context shaping them and the emergent understanding and reflection arising around them from both children’s and adults’ perspectives. Thematic analysis of this data brought insights that built on the tentative characterisation of reflective engagement I began with. However, the findings also revealed some challenges and ‘entry points’ in terms of reflective engagement that hadn’t been anticipated. Synthesising these entry points under the notions of practices, spaces, resources and roles I shifted gear from exploratory to pragmatic and adopted the over-arching concept of ‘sponsors’ of reflective engagement as way of moving forward. The thesis concludes with the suggestion that identifying or creating ‘sponsors of reflective engagement’ could be a dynamic and constructive way of mobilising the assets and addressing the needs of a primary school community.
Subjects/Keywords: Digital literacy; children
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APA (6th Edition):
Tarling, G. (2017). Developing reflective engagement in the use of online digital devices : a mulitple case study of seven year olds and their home-school contexts. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/32563
Chicago Manual of Style (16th Edition):
Tarling, Georgina. “Developing reflective engagement in the use of online digital devices : a mulitple case study of seven year olds and their home-school contexts.” 2017. Doctoral Dissertation, University of Exeter. Accessed September 16, 2019.
http://hdl.handle.net/10871/32563.
MLA Handbook (7th Edition):
Tarling, Georgina. “Developing reflective engagement in the use of online digital devices : a mulitple case study of seven year olds and their home-school contexts.” 2017. Web. 16 Sep 2019.
Vancouver:
Tarling G. Developing reflective engagement in the use of online digital devices : a mulitple case study of seven year olds and their home-school contexts. [Internet] [Doctoral dissertation]. University of Exeter; 2017. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/10871/32563.
Council of Science Editors:
Tarling G. Developing reflective engagement in the use of online digital devices : a mulitple case study of seven year olds and their home-school contexts. [Doctoral Dissertation]. University of Exeter; 2017. Available from: http://hdl.handle.net/10871/32563
University of Texas – Austin
2.
Hawkins, Tekla Ann.
Fanfiction as playable media.
Degree: PhD, English, 2015, University of Texas – Austin
URL: http://hdl.handle.net/2152/62071
► This dissertation offers one way to reconcile what can sometimes seem like an increasingly wide division between text-based and more consciously multimodal composition practices in…
(more)
▼ This dissertation offers one way to reconcile what can sometimes seem like an increasingly wide division between text-based and more consciously multimodal composition practices in
digital environments. Drawing on Lev Manovich’s theory of
digital production, I demonstrate that fanfiction replicates the material structures that produce it: the internet. In this model, a fandom’s canon knowledge is a database, and fanfiction is the interface through which we approach the canon. I continue by examining the virtual linking mechanisms that ground fanfiction reading and writing practices. While the hyperlinked structure of internet environments is frequently considered destabilizing, I argue the conceptual hyperlinks that ground fanfiction are navigational structures that allow for and require significantly different
literacy practices than reading and creating traditional literary works such as novels. Instead, these works operate more like aural and visual compositions. Fanfiction is grounded in invention, memory, and arrangement, viewing all texts not as content to be absorbed, but as material that can be connected to other ideas and transformed into something else. These texts emerge from ongoing conversations, relying on extant context from both creator and audience while simultaneously adding new layers of context and conversation. Finally, I position fanfiction as a useful part of new media rhetoric and composition pedagogical practices. In looking at fanfiction as an inherently rhetorical genre, my dissertation differs from existing conversations on fandom and new media writing, which often center on fanfiction as a form of feminist rebellion, and
digital writing as either remix writing or decentered and destabilized texts. Countering the common assumption that fanfiction is derivative or childish, my dissertation proves it creates readers and writers who can easily shift perspectives, think carefully about their audience, and critically analyze social narratives. Although fanfiction draws upon long traditions of storytelling, its persistent concern with its own medium separates it from other genres. Fanfiction is a kind of storytelling that is always pointing to something outside of itself, to its source texts and its own materiality. In this way, it creates, in textual form, a dynamic representation of process-based understanding and composition.
Advisors/Committee Members: Roberts-Miller, Patricia, 1959- (advisor), Hodgson, Justin (advisor), Lesser, Wayne (committee member), Henkel, Jacqueline (committee member), Ridolfo, Jim (committee member), Boyle, Casey (committee member).
Subjects/Keywords: Fanfiction; Digital literacy
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APA (6th Edition):
Hawkins, T. A. (2015). Fanfiction as playable media. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62071
Chicago Manual of Style (16th Edition):
Hawkins, Tekla Ann. “Fanfiction as playable media.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed September 16, 2019.
http://hdl.handle.net/2152/62071.
MLA Handbook (7th Edition):
Hawkins, Tekla Ann. “Fanfiction as playable media.” 2015. Web. 16 Sep 2019.
Vancouver:
Hawkins TA. Fanfiction as playable media. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/2152/62071.
Council of Science Editors:
Hawkins TA. Fanfiction as playable media. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/62071
Edith Cowan University
3.
Churchill, Natalia.
Digital storytelling as a means of supporting digital literacy learning in an upper-primary-school English language classroom.
Degree: 2016, Edith Cowan University
URL: https://ro.ecu.edu.au/theses/1774
► Digital literacy learning has become a requirement created by the wide development and application of new technologies for communication and representation. In the context of…
(more)
▼ Digital literacy learning has become a requirement created by the wide development and application of new technologies for communication and representation. In the context of this study, ‘digital literacy’ is defined as a set of skills that enable an individual to use technologies to work with information. It builds on the traditional literacies of reading, writing, listening and speaking and includes elements of information literacy, media literacy and technology skills.
The purpose of this study was to investigate digital literacy learning in terms of the set of competencies - aspects of digital literacy - that a student in an upper-primary school English-language classroom in an international school in Hong Kong needs to possess to participate meaningfully and actively in representing through digital multimodal texts such as digital stories. In this study, digital storytelling is defined as a contemporary strategy for the creation of digital multimedia content for expressing ideas, representing knowledge and otherwise communicating information through digital artefacts.
This study adopted a case study approach, mapping the development of digital literacy skills in three students. Data collection included, a whole class student questionnaire, interviews with the three case study students, participant observations, class discussions, students’ written reflections, peer evaluation, discussion of planning documents and digital artefacts by the researcher and three students as well as analysis of the digital artefacts by the researcher. In the course of the study, the three participants engaged in the planning and creation of three digital stories based on different genres: pourquoi story (narration), story review (response) and show & tell (personal story with a predefined genre). Analysis of the collected data provided insights into how digital storytelling supports digital literacy learning in an upper-primary-school English language classroom, what aspects of digital literacy develop through digital storytelling and what are the factors that inhibit the effective implementation of digital storytelling.
The key findings of the study suggest that digital storytelling is an effective strategy for digital literacy learning in a Primary 6 English-language classroom. Digital storytelling has supported the digital literacy learning of the three participating students and provided a context for the development of digital literacy. In addition, it has enhanced other aspects of teaching and learning that contribute to digital literacy development. To identify and analyse the aspects of digital literacy that the three students developed, an assessment rubric was constructed by the researcher. The application of this rubric produced evidence that suggested that all aspects of digital literacy were developed through the three digital storytelling projects.
Each of the three projects completed by the students enabled them to build on their skills while learning new digital literacy skills. The study also found that the…
Subjects/Keywords: Digital storytelling in classrooms; digital literacy; digital literacy learning; Education
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APA (6th Edition):
Churchill, N. (2016). Digital storytelling as a means of supporting digital literacy learning in an upper-primary-school English language classroom. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/1774
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):
Churchill, Natalia. “Digital storytelling as a means of supporting digital literacy learning in an upper-primary-school English language classroom.” 2016. Thesis, Edith Cowan University. Accessed September 16, 2019.
https://ro.ecu.edu.au/theses/1774.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Churchill, Natalia. “Digital storytelling as a means of supporting digital literacy learning in an upper-primary-school English language classroom.” 2016. Web. 16 Sep 2019.
Vancouver:
Churchill N. Digital storytelling as a means of supporting digital literacy learning in an upper-primary-school English language classroom. [Internet] [Thesis]. Edith Cowan University; 2016. [cited 2019 Sep 16].
Available from: https://ro.ecu.edu.au/theses/1774.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Churchill N. Digital storytelling as a means of supporting digital literacy learning in an upper-primary-school English language classroom. [Thesis]. Edith Cowan University; 2016. Available from: https://ro.ecu.edu.au/theses/1774
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
4.
Adam-Turner, Nancy.
Digital Literacy Adoption with Academic Technology: Namely Digital Information Literacy to Enhance Student Learning Outcomes.
Degree: PhD, Educ Foundations & Leadership, 2017, Old Dominion University
URL: 9781369870749
;
https://digitalcommons.odu.edu/efl_etds/39
► This study explores Arts & Science faculty and librarians’ attitude of learning theory and perceptions of digital literacy (DL) and how digital information literacy…
(more)
▼ This study explores Arts & Science faculty and librarians’ attitude of learning theory and perceptions of
digital literacy (DL) and how
digital information
literacy (DIL) might improve and enhance student learning outcomes.
Digital literacy (DL), information
literacy (IL), and
digital information
literacy (DIL) consists of interaction with academic technology (AT) programs and tools. The objectives are: the rise of IL within the parameters of DL and discuss the birth of DIL, examine the modes of adoption and explore the levels of inclusion for faculty and librarians’ concepts of DL with DIL instruction with AT, define the IL phenomenon, and how IL affects faculty and librarian pedagogy. The study reveals the tension and distinction between DL and IL. Key research questions are: What are Arts & Science faculties’
digital literacy (DL) epistemology? What is the librarian’s/ library
digital literacy (DL) epistemology perspectives, and what are Arts & Science faculties’ concept of DIL?
Advisors/Committee Members: Dana Burnett, Chris Glass, Gail Dickinson, Marsha Krotseng.
Subjects/Keywords: Attitudes of digital learning; Attitudes of digital literacy; Digital information literacy; Digital literacy; Higher Education; Information Literacy; Library and Information Science
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APA (6th Edition):
Adam-Turner, N. (2017). Digital Literacy Adoption with Academic Technology: Namely Digital Information Literacy to Enhance Student Learning Outcomes. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781369870749 ; https://digitalcommons.odu.edu/efl_etds/39
Chicago Manual of Style (16th Edition):
Adam-Turner, Nancy. “Digital Literacy Adoption with Academic Technology: Namely Digital Information Literacy to Enhance Student Learning Outcomes.” 2017. Doctoral Dissertation, Old Dominion University. Accessed September 16, 2019.
9781369870749 ; https://digitalcommons.odu.edu/efl_etds/39.
MLA Handbook (7th Edition):
Adam-Turner, Nancy. “Digital Literacy Adoption with Academic Technology: Namely Digital Information Literacy to Enhance Student Learning Outcomes.” 2017. Web. 16 Sep 2019.
Vancouver:
Adam-Turner N. Digital Literacy Adoption with Academic Technology: Namely Digital Information Literacy to Enhance Student Learning Outcomes. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Sep 16].
Available from: 9781369870749 ; https://digitalcommons.odu.edu/efl_etds/39.
Council of Science Editors:
Adam-Turner N. Digital Literacy Adoption with Academic Technology: Namely Digital Information Literacy to Enhance Student Learning Outcomes. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9781369870749 ; https://digitalcommons.odu.edu/efl_etds/39
University of Texas – Austin
5.
-1805-3090.
Children brokers 2.0 : a case study on the role of digital literacies in language brokering transactions among three Latino children and their mothers.
Degree: MA, Latin American studies, 2016, University of Texas – Austin
URL: http://hdl.handle.net/2152/41986
► The term language broker commonly refers to children who translate and interpret the host country’s language and culture for their immigrant families, a common occurrence…
(more)
▼ The term language broker commonly refers to children who translate and interpret the host country’s language and culture for their immigrant families, a common occurrence in Latino households. Research on this topic has helped scholars understand the nature of these transactions, but there is no research that directly connects language brokering to children’s knowledge of how to use
digital devices—also known as
digital literacy. We are living in a time where many have access to an endless amount of information at our fingertips, and answers can be found only a click away. Why, then, are recent languages brokering case studies failing to acknowledge the importance of children’s
digital literacies in relation to their roles as translators and interpreters for their immigrant families? This paper, guided by the questions listed below, not only aims to transition the field of language brokering into the
digital era, but it also aims to confront the bureaucratization of institutional settings and petition accountability for their lack of professional interpreters.1. How do children’s
digital literacies affect the ways in which they translate and interpret for their parents? 2. How are parents’ own
digital literacies impacted by language brokering? This case study focuses on the development of
digital literacies through transactions of language brokering of three Latina single mothers and their sons. Through interviews and participant observation, findings showed that
digital literacies directly influence the ways in which they broker for their mothers, and as a result, the mothers gain agency through the development of their own
digital literacies. With a focus on foreign-born Latino children, this study reveals an updated and innovative approach to language brokering research.
Advisors/Committee Members: Rodriguez, Néstor (advisor), López, Belem G. (advisor), Palmer, Deborah (committee member).
Subjects/Keywords: Language brokers; Digital literacy; Latinxs
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APA ·
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APA (6th Edition):
-1805-3090. (2016). Children brokers 2.0 : a case study on the role of digital literacies in language brokering transactions among three Latino children and their mothers. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41986
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-1805-3090. “Children brokers 2.0 : a case study on the role of digital literacies in language brokering transactions among three Latino children and their mothers.” 2016. Masters Thesis, University of Texas – Austin. Accessed September 16, 2019.
http://hdl.handle.net/2152/41986.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-1805-3090. “Children brokers 2.0 : a case study on the role of digital literacies in language brokering transactions among three Latino children and their mothers.” 2016. Web. 16 Sep 2019.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-1805-3090. Children brokers 2.0 : a case study on the role of digital literacies in language brokering transactions among three Latino children and their mothers. [Internet] [Masters thesis]. University of Texas – Austin; 2016. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/2152/41986.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-1805-3090. Children brokers 2.0 : a case study on the role of digital literacies in language brokering transactions among three Latino children and their mothers. [Masters Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41986
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
6.
Ståhl, Tore.
ICT savvy Digital Natives?
.
Degree: 2017, Theseus
URL: http://www.theseus.fi/handle/10024/140604
► The present study takes a critical stance towards the over-generalizing rhetoric regarding Digital Natives and explores performance-based ICT skills among two cohorts of university freshmen.…
(more)
▼ The present study takes a critical stance towards the over-generalizing rhetoric regarding Digital Natives and explores performance-based ICT skills among two cohorts of university freshmen. The results are discussed in relation to the concept of digital divide.
The results presented below are part of a larger study regarding the connections between digital nativeness, ICT skills, ubiquitous information access and epistemic beliefs, out of which the first results have been published recently (Ståhl, 2017).
Subjects/Keywords: literacy;
digital divide;
digital natives;
ICT
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APA (6th Edition):
Ståhl, T. (2017). ICT savvy Digital Natives?
. (Thesis). Theseus. Retrieved from http://www.theseus.fi/handle/10024/140604
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):
Ståhl, Tore. “ICT savvy Digital Natives?
.” 2017. Thesis, Theseus. Accessed September 16, 2019.
http://www.theseus.fi/handle/10024/140604.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ståhl, Tore. “ICT savvy Digital Natives?
.” 2017. Web. 16 Sep 2019.
Vancouver:
Ståhl T. ICT savvy Digital Natives?
. [Internet] [Thesis]. Theseus; 2017. [cited 2019 Sep 16].
Available from: http://www.theseus.fi/handle/10024/140604.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ståhl T. ICT savvy Digital Natives?
. [Thesis]. Theseus; 2017. Available from: http://www.theseus.fi/handle/10024/140604
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
7.
Fjellbakk, Terese.
Åtta förskollärares upplevelser av IKT i förskolan : En studie om vilka möjligheter och hinder åtta förskollärare upplever i arbetet med IKT som ett stöd för barns utveckling och lärande.
Degree: Culture and Communication, 2016, Mälardalen University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-32081
► Syftet var att undersöka vilka hinder och möjligheter förskollärare upplever i arbetet med IKT som ett stöd för barns utveckling och lärande. Vi utgick…
(more)
▼ Syftet var att undersöka vilka hinder och möjligheter förskollärare upplever i arbetet med IKT som ett stöd för barns utveckling och lärande. Vi utgick från Vygotskijs sociokulturella perspektiv med tyngdpunkt på samspel och redskap. Åtta utbildade förskollärare har deltagit i semistrukturerade intervjuer. Resultatet visar att det finns många möjligheter att stödja barns utveckling och lärande med IKT i förskolan, t.ex. använder förskollärare IKT för att stärka barns samspel, självförtroende, språk och matematik. Resultatet visar också att de flesta förskollärare i studien anser att användandet av IKT på förskolan behöver begränsas. En slutsats är att förskollärare behöver kompetensutbildning inom IKT för att främja barnens lärande och utveckling på bästa sätt.
Subjects/Keywords: ICT; preschool teacher; digital competence; digital literacy; IKT; förskollärare; digital kompetens; digital literacy; Pedagogy; Pedagogik
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APA (6th Edition):
Fjellbakk, T. (2016). Åtta förskollärares upplevelser av IKT i förskolan : En studie om vilka möjligheter och hinder åtta förskollärare upplever i arbetet med IKT som ett stöd för barns utveckling och lärande. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-32081
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):
Fjellbakk, Terese. “Åtta förskollärares upplevelser av IKT i förskolan : En studie om vilka möjligheter och hinder åtta förskollärare upplever i arbetet med IKT som ett stöd för barns utveckling och lärande.” 2016. Thesis, Mälardalen University. Accessed September 16, 2019.
http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-32081.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fjellbakk, Terese. “Åtta förskollärares upplevelser av IKT i förskolan : En studie om vilka möjligheter och hinder åtta förskollärare upplever i arbetet med IKT som ett stöd för barns utveckling och lärande.” 2016. Web. 16 Sep 2019.
Vancouver:
Fjellbakk T. Åtta förskollärares upplevelser av IKT i förskolan : En studie om vilka möjligheter och hinder åtta förskollärare upplever i arbetet med IKT som ett stöd för barns utveckling och lärande. [Internet] [Thesis]. Mälardalen University; 2016. [cited 2019 Sep 16].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-32081.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fjellbakk T. Åtta förskollärares upplevelser av IKT i förskolan : En studie om vilka möjligheter och hinder åtta förskollärare upplever i arbetet med IKT som ett stöd för barns utveckling och lärande. [Thesis]. Mälardalen University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-32081
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
San Jose State University
8.
Hosseini, Delnaz.
Digital Literacy in Early Elementary School: Barriers and Support Systems in the Era of the Common Core.
Degree: Doctor of Education (EdD), Education, 2018, San Jose State University
URL: https://doi.org/10.31979/etd.84kt-jyz2
;
https://scholarworks.sjsu.edu/etd_dissertations/16
► <a></a>This study examines teachers’ perceptions about
digital literacy instruction in early elementary school grades (e.g., Kindergarten through grade 2) so as to identify existing…
(more)
▼ <a></a>This study examines teachers’ perceptions about
digital literacy instruction in early elementary school grades (e.g., Kindergarten through grade 2) so as to identify existing obstacles to
digital literacy instruction as well as support systems necessary to enhance instruction. Participants (
n = 37) included Kindergarten, first, and second grade teachers from both Title I and non-Title I schools. Data was collected through an online survey with primarily closed-ended questions. Correlations and relationships amongst and across survey questions were analyzed. Analysis revealed that early elementary grade students in this school district are provided with more opportunities to practice computer
literacy than information
literacy skills. Teachers identified the high student to teacher ratio, lack of time to plan and teach technology lessons, and students’ limited self-management and independence skills as major impediments to
digital literacy instruction in the early elementary grades. Conversely, they indicated that access to district-level technology coaches and on-site technology support, opportunities to observe demo technology lessons, and their own knowledge of grade-level technology standards enhance their ability to teach
digital literacy skills. Findings also show that teachers’ grade-level assignment and the school’s Title I status influence teachers’ views about when and whether to introduce various
digital literacy skills with clear implications for practice and future research.
Advisors/Committee Members: Emily Slusser.
Subjects/Keywords: Barriers and supports; Digital literacy development; Digital literacy instruction; Digital literacy skills; Early elementary school; Teachers' perceptions
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APA ·
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APA (6th Edition):
Hosseini, D. (2018). Digital Literacy in Early Elementary School: Barriers and Support Systems in the Era of the Common Core. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.84kt-jyz2 ; https://scholarworks.sjsu.edu/etd_dissertations/16
Chicago Manual of Style (16th Edition):
Hosseini, Delnaz. “Digital Literacy in Early Elementary School: Barriers and Support Systems in the Era of the Common Core.” 2018. Doctoral Dissertation, San Jose State University. Accessed September 16, 2019.
https://doi.org/10.31979/etd.84kt-jyz2 ; https://scholarworks.sjsu.edu/etd_dissertations/16.
MLA Handbook (7th Edition):
Hosseini, Delnaz. “Digital Literacy in Early Elementary School: Barriers and Support Systems in the Era of the Common Core.” 2018. Web. 16 Sep 2019.
Vancouver:
Hosseini D. Digital Literacy in Early Elementary School: Barriers and Support Systems in the Era of the Common Core. [Internet] [Doctoral dissertation]. San Jose State University; 2018. [cited 2019 Sep 16].
Available from: https://doi.org/10.31979/etd.84kt-jyz2 ; https://scholarworks.sjsu.edu/etd_dissertations/16.
Council of Science Editors:
Hosseini D. Digital Literacy in Early Elementary School: Barriers and Support Systems in the Era of the Common Core. [Doctoral Dissertation]. San Jose State University; 2018. Available from: https://doi.org/10.31979/etd.84kt-jyz2 ; https://scholarworks.sjsu.edu/etd_dissertations/16
9.
Wang, Marco Alberto.
Critérios para avaliação da alfabetização computacional.
Degree: Mestrado, Sistemas de Informação, 2015, University of São Paulo
URL: http://www.teses.usp.br/teses/disponiveis/100/100131/tde-02122015-130528/
;
► A tecnologia da informação e comunicação (TIC) tem se tornado cada vez mais comum no cotidiano da sociedade atual. Diversas são as facilidades disponibilizadas para…
(more)
▼ A tecnologia da informação e comunicação (TIC) tem se tornado cada vez mais comum no cotidiano da sociedade atual. Diversas são as facilidades disponibilizadas para os indivíduos habilitados no uso da TIC. Entretanto, estar habilitado em TIC não corresponde apenas a aspectos de conforto; a falta dessa habilitação restringe oportunidades importantes. Destaca-se a relevância deste conhecimento no ambiente acadêmico, no qual os alunos são constantemente chamados à execução de atividades apoiadas por computadores e aplicativos. Para ingressar no mercado de trabalho, nas mais diversas áreas de atuação, tem-se exigido o prévio preparo relacionado aos conhecimentos e habilidades sobre a TIC. Felizmente, os dispositivos de TIC têm se tornado cada vez mais acessíveis à população em geral, e os aplicativos também têm oferecido usabilidade cada vez mais intuitiva. Ainda assim, constata-se que a autoaprendizagem sobre TIC é restrita a alguns aspectos específicos, e ainda considerada insuficiente para um preparo minimamente adequado. Como agravante, as ações de incorporação da TIC no ensino público brasileiro ainda são malsucedidas. Esta dissertação tem como objetivo principal a definição de critérios para avaliação da Alfabetização Computacional (AC), correspondente à identificação do conjunto relevante de conhecimentos e habilidades de TIC, aplicada a alunos do ensino médio. Para atender a esse objetivo, os principais aspectos da AC foram extraídos da literatura por meio de uma revisão sistemática, e submetidos à análise de especialistas pela aplicação da Técnica Delphi. Os aspectos de TIC identificados como mais relevantes pelos especialistas para AC são: ética, ferramentas de busca, privacidade, segurança e vírus. Em complemento, este estudo também visa descrever como as instituições de ensino médio e as empresas avaliam a relevância dos conhecimentos e habilidades de AC. Os dados coletados possibilitaram uma análise comparativa de pontos de vista distintos dos docentes, pesquisadores e empresas sobre o tema. Concluiu-se que a conectividade corresponde ao elemento central da AC na atualidade, com base no conjunto de aspectos classificados como mais relevantes pela metodologia de pesquisa aplicada.
Information and communication technology (ICT) has become increasingly common in the daily life of today\'s society. Many conveniences are made available to all individuals by using ICT. However, knowledge of ICT does not refer only to aspects of comfort; the lack of this competence restricts important opportunities. Noteworthy is the great importance of this knowledge in the academic environment, in which students are constantly required to perform activities supported by computers and applications. In order to enter the job market, in several areas, prior preparation related to knowledge and skills on ICT is required. Fortunately, ICT devices have become increasingly accessible to the population in general, and applications have also been offering increasingly intuitive usability. Still, it appears that ICT self-learning is…
Advisors/Committee Members: Prado, Edmir Parada Vasques.
Subjects/Keywords: Alfabetização Computacional; Computer literacy; Digital divide; Digital inclusion; Exclusão Digital; Inclusão Digital
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APA (6th Edition):
Wang, M. A. (2015). Critérios para avaliação da alfabetização computacional. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/100/100131/tde-02122015-130528/ ;
Chicago Manual of Style (16th Edition):
Wang, Marco Alberto. “Critérios para avaliação da alfabetização computacional.” 2015. Masters Thesis, University of São Paulo. Accessed September 16, 2019.
http://www.teses.usp.br/teses/disponiveis/100/100131/tde-02122015-130528/ ;.
MLA Handbook (7th Edition):
Wang, Marco Alberto. “Critérios para avaliação da alfabetização computacional.” 2015. Web. 16 Sep 2019.
Vancouver:
Wang MA. Critérios para avaliação da alfabetização computacional. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2019 Sep 16].
Available from: http://www.teses.usp.br/teses/disponiveis/100/100131/tde-02122015-130528/ ;.
Council of Science Editors:
Wang MA. Critérios para avaliação da alfabetização computacional. [Masters Thesis]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/100/100131/tde-02122015-130528/ ;
Boise State University
10.
Shannon, Susan K.
A Mixed Methods Exploratory Study of Digital Literacies in Higher Education.
Degree: 2017, Boise State University
URL: https://scholarworks.boisestate.edu/td/1357
► This exploratory study examines the assessment of digital literacy in higher education using Kurtz and Peled’s (2016) digital literacy framework and assessment instrument. As information…
(more)
▼ This exploratory study examines the assessment of digital literacy in higher education using Kurtz and Peled’s (2016) digital literacy framework and assessment instrument. As information and communications technologies have grown over the last part of the 20th century and the first part of the 21st century, so has the socio-cultural environment (Kurtz & Peled, 2016; Roxin & Rusitoru, 2016). Literacy has grown from a simple concept involving the ability to read and write to a complex concept that includes many more competencies. A review of the literature shows the emergence of many new literacies (Šorgo, Bartol, Dolničar, & Podgornik, 2016). While much is written about new literacies in general, little is written specifically on the assessment of digital literacy (Ainley, Schulz, & Fraillon, 2016; Literat, 2014; & Mills, 2010). At the same time, institutions of higher education are attempting to align their educational objectives with the ever evolving digital landscape. The two questions driving this research are:
(1) Based on Kurtz and Peled’s (2016) digital learning domains, how digitally literate are Messiah College’s first year undergraduate students? and
(2) How do supporting digital files and text reflections and explanations extend Kurtz and Peled’s (2016) instrument assessing digital literacy?
Using an embedded mixed methods approach, participants of this study are Messiah College’s first year students who completed a survey instrument with quantitative and qualitative data collection components. Analysis included descriptive statistics calculations of the quantitative data, and qualitative content analysis (QCA) of the qualitative data. Results indicated Messiah College’s first year undergraduate students in the 2016-2017 academic year were digitally literate with a majority of students responding positively to six of seven of Kurtz and Peled’s (2016) digital learning domains (DLDs). One of the seven DLDs, information management, received an unacceptable reliability score of α = 0.53. The qualitative data: (a) added a layer of supporting evidence for all but one of the DLDs, information validation; (b) demonstrated digital literacies complexity; and (c) presented an additional relevant category, emotion; extending Kurtz and Peled’s quantitative assessment. A synthesis of the quantitative and qualitative components extended the independent results providing a detailed assessment of first year students’ digital literacy. This detailed assessment supported a prioritization of the DLDs informing Messiah College of areas where additional programing may help support and improve students’ digital literacies.
Subjects/Keywords: education; digital literacy; mixed methods; exploratory; Education
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APA (6th Edition):
Shannon, S. K. (2017). A Mixed Methods Exploratory Study of Digital Literacies in Higher Education. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1357
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):
Shannon, Susan K. “A Mixed Methods Exploratory Study of Digital Literacies in Higher Education.” 2017. Thesis, Boise State University. Accessed September 16, 2019.
https://scholarworks.boisestate.edu/td/1357.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Shannon, Susan K. “A Mixed Methods Exploratory Study of Digital Literacies in Higher Education.” 2017. Web. 16 Sep 2019.
Vancouver:
Shannon SK. A Mixed Methods Exploratory Study of Digital Literacies in Higher Education. [Internet] [Thesis]. Boise State University; 2017. [cited 2019 Sep 16].
Available from: https://scholarworks.boisestate.edu/td/1357.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Shannon SK. A Mixed Methods Exploratory Study of Digital Literacies in Higher Education. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1357
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Missouri – Columbia
11.
Chang, Chih-Ning.
Poetry, media, and second language acquisition.
Degree: 2011, University of Missouri – Columbia
URL: http://hdl.handle.net/10355/14195
► The purpose of this qualitative study was to describe and analyze how the graduate course: “Writing, Reading and Teaching Poetry” influenced American and international students'…
(more)
▼ The purpose of this qualitative study was to describe and analyze how the graduate course: “Writing, Reading and Teaching Poetry” influenced American and international students' writing, thinking, response to poetry, teaching beliefs and English learning through their participating in the class activities. In this study, I examine the following areas: (1) students' experience with and attitudes toward poetry reading and writing, (2) students' experience with and attitudes toward
digital poetry, (3) and the influences of poetry and
digital poetry on international students' English learning. Eight students and their instructor in a large
Midwestern university participated in this study from August 2010 to December 2010. Four of the students are international students and four are American students. Multiple sources of data were analyzed. Five major findings are presented and examples are given to support these findings. The major findings of this study are: (1) Students' attitudes toward poetry and
digital poetry changed from negative to positive; (2) Students wrote poetry to cope with life issues; (3) Students experienced self-exploration; (4)International students learned English through reading and writing poetry; and (5) International students were motivated and engaged in English learning while doing
digital poetry. This study also makes some recommendations in terms of poetry and
digital poetry teaching in the American classroom and the ESL/EFL classroom as well as suggestions for future research.
Advisors/Committee Members: Fox, Roy F. (advisor), Lannin, Amy A. (advisor).
Subjects/Keywords: second language acquisition; digital literacy; poetry
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APA (6th Edition):
Chang, C. (2011). Poetry, media, and second language acquisition. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14195
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):
Chang, Chih-Ning. “Poetry, media, and second language acquisition.” 2011. Thesis, University of Missouri – Columbia. Accessed September 16, 2019.
http://hdl.handle.net/10355/14195.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chang, Chih-Ning. “Poetry, media, and second language acquisition.” 2011. Web. 16 Sep 2019.
Vancouver:
Chang C. Poetry, media, and second language acquisition. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/10355/14195.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chang C. Poetry, media, and second language acquisition. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14195
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12.
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 (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 September 16, 2019.
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. 16 Sep 2019.
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 2019 Sep 16].
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
Kristianstad University
13.
Lindström, Johanna.
Medie- och informationskunskap inom bildämnet.
Degree: Education and Environment, 2015, Kristianstad University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13865
► Medie- och informationskunskap samt medieutbildning har blivit ett omtalat fenomen, inte bara i skolan utan likaså allmänt som en förutsättning för demokrati. Kontakten med…
(more)
▼ Medie- och informationskunskap samt medieutbildning har blivit ett omtalat fenomen, inte bara i skolan utan likaså allmänt som en förutsättning för demokrati. Kontakten med media sker förutom via de klassiska medierna så som radio, TV och tidningar, idag även via internet genom datorer, smarta telefoner och surfplattor. Skolan har inte längre monopol på lärandet utan mycket sker utanför skolan, på fritiden, och just genom medier av olika slag. Därför kan skolan behöva använda sig av elevernas verklighet i undervisningen, utan att för den skull ge sig hän åt underhållning. Kunnighet om media på olika plan blir allt viktigare och ger eleverna möjlighet att se bortom budskapen som vill påverka dem i en viss riktning. I den bästa av världar kan eleverna dessutom bli inte bara konsumenter utan dessutom producenter av media. Medieutbildning genomsyrar styrdokumenten i skolan och syftet med den här uppsatsen är att fokusera på bildämnet som är ett kärnämne när det gäller mediekunskap på grund av sitt fokus på bilder och bildproduktion. Bildämnet har sedan ett par decennier tillbaka i styrdokumenten övergått från att vara enbart ett konstnärligt ämne till att vara ett kommunikationsämne där även det konstnärliga kan användas som en inspiration och ett budskap men där just kommunikationens syfte och användningsområden får mer fokus. I uppsatsens kunskapsöversikt kan anas att bildämnets övergång till kommunikationsämne inte riktigt implementerats i alla klassrum trots att styrdokumenten är tydliga vad gäller detta både i kunskapskraven och i skolans uppdrag. Resultatet redovisas utifrån ett för skolans medieutbildning framarbetat dokument och visar på att de informanter som intervjuats arbetar med medie- och informationskunskap i bildämnet, på olika sätt och med olika förutsättningar. Eleverna får arbeta med analys av olika sorters bilder, göra foto- och filmarbeten eller tredimensionella uttryck som alla ska kommunicera budskap på något sätt. Svårigheter som nämns är tillgång på digital teknik men också informanternas egen kunskap och utbildning i detsamma, både hårdvara och mjukvara. Detta väcker i sin tur funderingar om högskolornas bildlärarutbildning, om generationsskiften och framtida utmaningar.
Subjects/Keywords: Media; MIK; medie- och informationskunskap; mediekunnighet; medieutbildning; literacy; digital literacy; media literacy; IKT
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APA ·
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APA (6th Edition):
Lindström, J. (2015). Medie- och informationskunskap inom bildämnet. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13865
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):
Lindström, Johanna. “Medie- och informationskunskap inom bildämnet.” 2015. Thesis, Kristianstad University. Accessed September 16, 2019.
http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13865.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lindström, Johanna. “Medie- och informationskunskap inom bildämnet.” 2015. Web. 16 Sep 2019.
Vancouver:
Lindström J. Medie- och informationskunskap inom bildämnet. [Internet] [Thesis]. Kristianstad University; 2015. [cited 2019 Sep 16].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13865.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lindström J. Medie- och informationskunskap inom bildämnet. [Thesis]. Kristianstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13865
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Deakin University
14.
Hamilton, Anita.
The importance of digital literacy in the knowledge era.
Degree: 2015, Deakin University
URL: http://hdl.handle.net/10536/DRO/DU:30079203
► Digital literacy is an essential skill in the knowledge era. This research found that occupational therapists recognise the importance of digital literacy and are willing…
(more)
▼ Digital literacy is an essential skill in the knowledge era. This research found that occupational therapists recognise the importance of
digital literacy and are willing to use
digital technologies yet barriers exist. Improving
digital literacy is a shared concern, to be addressed at the individual, institutional, professional and societal levels.
Advisors/Committee Members: Coldwell Jo, Craig Annemieke.
Subjects/Keywords: digital literacy skills; occupational therapists; current levels of literacy; improving levels of literacy
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APA (6th Edition):
Hamilton, A. (2015). The importance of digital literacy in the knowledge era. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30079203
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):
Hamilton, Anita. “The importance of digital literacy in the knowledge era.” 2015. Thesis, Deakin University. Accessed September 16, 2019.
http://hdl.handle.net/10536/DRO/DU:30079203.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hamilton, Anita. “The importance of digital literacy in the knowledge era.” 2015. Web. 16 Sep 2019.
Vancouver:
Hamilton A. The importance of digital literacy in the knowledge era. [Internet] [Thesis]. Deakin University; 2015. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/10536/DRO/DU:30079203.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hamilton A. The importance of digital literacy in the knowledge era. [Thesis]. Deakin University; 2015. Available from: http://hdl.handle.net/10536/DRO/DU:30079203
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Cincinnati
15.
Highley, Thomas A.
Agents of Influence: A Metaphor Analysis of Middle Level
Students’ and Teachers’ Conceptualizations Surrounding Blended
Learning.
Degree: EdD, Education, Criminal Justice, and Human Services:
Literacy and Second Language Studies, 2018, University of Cincinnati
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535702776334066
► For over 20 years, researchers and state boards of education have been emphasizing the importance of incorporating digital literacies into instruction. Based on the perceived…
(more)
▼ For over 20 years, researchers and state boards of
education have been emphasizing the importance of incorporating
digital literacies into instruction. Based on the perceived
potential of
digital technologies to create greater educational
opportunities, and the push from state governments to empower
students to fully participate in our knowledge-based economy,
proponents have advocated for the incorporation of increasingly
computer dependent, blended learning experiences in the classroom,
presenting them as fundamental to academic achievement and career
success. As public K-12 school districts in Ohio increase their
investment in classroom technology through blended learning
initiatives, it is important to understand how students and
teachers from varied geographic and socioeconomic settings
conceptualize the utility and value of blended learning as a
platform for learning and
literacy. Therefore, the purpose of this
study is to gain insight into the conceptualizations of middle
level students and teachers from three socioeconomically and
geographically diverse public school settings regarding their
experiences with blended learning in order to understand the
factors that influence the teaching and learning transaction. To
better understand these influences, the study employed metaphor
analysis (Lakoff & Johnson, 1980), as well as the critical
lenses of Brandt’s (2001) theoretical framework of
literacy
sponsorship and the theory of multiliteracies (New London Group,
1996). Analysis of the transcripts suggests that blended learning
initiatives would benefit from enhanced blended learning curricula,
emphasizing multimodality, choice, facilitation, and social context
in digitally integrative instruction.
Advisors/Committee Members: Kendall, Connie (Committee Chair).
Subjects/Keywords: Educational Software; blended learning; digital literacy; literacy sponsorship; metaphor analysis; multiliteracies; sociocultural literacy
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APA ·
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MLA ·
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APA (6th Edition):
Highley, T. A. (2018). Agents of Influence: A Metaphor Analysis of Middle Level
Students’ and Teachers’ Conceptualizations Surrounding Blended
Learning. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535702776334066
Chicago Manual of Style (16th Edition):
Highley, Thomas A. “Agents of Influence: A Metaphor Analysis of Middle Level
Students’ and Teachers’ Conceptualizations Surrounding Blended
Learning.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed September 16, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535702776334066.
MLA Handbook (7th Edition):
Highley, Thomas A. “Agents of Influence: A Metaphor Analysis of Middle Level
Students’ and Teachers’ Conceptualizations Surrounding Blended
Learning.” 2018. Web. 16 Sep 2019.
Vancouver:
Highley TA. Agents of Influence: A Metaphor Analysis of Middle Level
Students’ and Teachers’ Conceptualizations Surrounding Blended
Learning. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Sep 16].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535702776334066.
Council of Science Editors:
Highley TA. Agents of Influence: A Metaphor Analysis of Middle Level
Students’ and Teachers’ Conceptualizations Surrounding Blended
Learning. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535702776334066
University of Iowa
16.
Haynes-Moore, Stacy.
Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.
Degree: PhD, Education, 2016, University of Iowa
URL: https://ir.uiowa.edu/etd/6127
► This dissertation study focused on complications and opportunities that surface for classroom learning in the intersections of a teacher’s methods, students’ literacies, and digital…
(more)
▼ This dissertation study focused on complications and opportunities that surface for classroom learning in the intersections of a teacher’s methods, students’ literacies, and
digital space. Though researchers have discussed adolescents’ literacies and participation in out-of-school
digital spaces, there persists a need to explore and document the ways educators and students use classroom
digital spaces. This study examined the teaching and learning experiences of one teacher and eight students as they collaborate, compose, and produce a literature-based
digital role-play.
Research questions focused on how the activity of a classroom
digital role-play might connect with current
literacy reforms, in what ways the teacher’s incorporation of the
digital space might shape her classroom identity and pedagogy, and in what ways students’
digital participation might reflect, extend, and negotiate their school-ascribed identities as non-proficient learners. To address these questions, I collected data between March and June 2014 in a 10th grade English language arts classroom of a rural, Midwest public high school. This particular course was designed as an academic
literacy support for students labeled as non-proficient school readers. I amassed my data collection from multiple interviews with teacher and student participants, series of classroom observations, student writings, surveys, classroom documents, teaching journals, classroom audio-recordings, and field notes.
I analyzed these data using a combination of qualitative methods: ethnographic approaches, narrative inquiry, discourse analysis, and virtual methods. I first created a narrative portrait and analysis of the teacher and students to illuminate participants’ multiple social identities. I next used methods of discourse analysis to examine the teacher and students’ language use in the classroom and
digital spaces, to extend my understanding of the way their speech and writing helps them to construct social identities.
My findings complicate the way teachers might approach the use of
digital spaces. Data reveal ways that the
digital role-play space presents disruptions to the teacher’s ways of thinking about her classroom identity and practices. My findings also suggest that the use of a classroom
digital space affords opportunities for students to explore their classroom social identities; the
digital space flattens traditional school hierarchies in which the teacher leads and students learn. My study is potentially significant in that I explore the way the teacher and students experience and make meaning from the blend of their classroom interactions and
digital literacy practices. Further, I argue that folding a
digital space into daily classroom life reveals significant possibilities for classroom collaboration, distributed knowledge, and shared learning among students and teacher.
Advisors/Committee Members: Colvin, Carolyn (supervisor).
Subjects/Keywords: Adolescent literacy; Digital literacy; English language arts; Literacy; School technologies; Teacher professional development
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APA (6th Edition):
Haynes-Moore, S. (2016). Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6127
Chicago Manual of Style (16th Edition):
Haynes-Moore, Stacy. “Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.” 2016. Doctoral Dissertation, University of Iowa. Accessed September 16, 2019.
https://ir.uiowa.edu/etd/6127.
MLA Handbook (7th Edition):
Haynes-Moore, Stacy. “Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices.” 2016. Web. 16 Sep 2019.
Vancouver:
Haynes-Moore S. Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2019 Sep 16].
Available from: https://ir.uiowa.edu/etd/6127.
Council of Science Editors:
Haynes-Moore S. Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/6127
17.
Aherne, Deirdre Frances.
An exploration of the digital competences of literacy tutors and their use of digital technologies in adult literacy teaching: a case study.
Degree: 2013, University of Limerick
URL: http://hdl.handle.net/10344/3580
► non-peer-reviewed
The traditional definition of literacy was the ability to read and write, however, over time the meaning of literacy has evolved. It now includes…
(more)
▼ non-peer-reviewed
The traditional definition of literacy was the ability to read and write, however, over time the meaning of literacy has evolved. It now includes being able to use everyday technologies to communicate and handle information, or “digital literacy”. In order to be able to support learners to become digitally literate, adult literacy tutors need to have digital skills themselves.
This research examined the digital competences of literacy tutors, full time, part time staff and unpaid volunteers, and their use of digital technologies in their teaching, in one literacy service in the west of Ireland.
The research used a case study methodology and gathered qualitative and quantitative data through a number of data collection methods including questionnaires, observations, interviews and document analysis.
The study found almost unanimous agreement about the importance of being digitally competent. The respondents expressed higher confidence levels in their traditional ICT skills, email and basic Internet searches than in using newer technologies such as tablets, social media and other Web 2.0 tools. They also expressed their lack of skills in evaluating online information, privacy online and security and copyright matters.
The use of digital technologies in teaching literacy was varied. Some tutors fully integrated the use of digital media and resources into the learning process, while other tutors did not use digital technologies at all. The tools that were predominantly used were literacy software, word processing and the Internet.
The study suggests that some tutors need support in order to update their own digital skills so they can integrate the use of digital technologies in their adult literacy tutoring professional practice.
Advisors/Committee Members: Ó Aodhagán, Súird.
Subjects/Keywords: literacy; digital literacy; teaching
…67
5.4.5 Digital Literacy… …68
5.5 What are the views of BES literacy tutors on using digital technologies in
teaching… …69
5.5.1 The Importance of Using Digital Technologies in Teaching Literacy ...... 69
5.5.2… …75
6.3.1 Literacy Tutors – Digital Competences… …75
6.3.2 Literacy Tutors – Use of Digital Technologies in Teaching ..................... 76…
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APA (6th Edition):
Aherne, D. F. (2013). An exploration of the digital competences of literacy tutors and their use of digital technologies in adult literacy teaching: a case study. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/3580
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):
Aherne, Deirdre Frances. “An exploration of the digital competences of literacy tutors and their use of digital technologies in adult literacy teaching: a case study.” 2013. Thesis, University of Limerick. Accessed September 16, 2019.
http://hdl.handle.net/10344/3580.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Aherne, Deirdre Frances. “An exploration of the digital competences of literacy tutors and their use of digital technologies in adult literacy teaching: a case study.” 2013. Web. 16 Sep 2019.
Vancouver:
Aherne DF. An exploration of the digital competences of literacy tutors and their use of digital technologies in adult literacy teaching: a case study. [Internet] [Thesis]. University of Limerick; 2013. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/10344/3580.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Aherne DF. An exploration of the digital competences of literacy tutors and their use of digital technologies in adult literacy teaching: a case study. [Thesis]. University of Limerick; 2013. Available from: http://hdl.handle.net/10344/3580
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
NSYSU
18.
Yu, Tien-chi.
An Investigation of College Students' Reading Motivation and Internet Literacy.
Degree: Master, Education, 2012, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817112-231829
► This study investigated the significant differences and correlations on college studentsâ reading motivation and their internet literacy. A total of 950 college students were stratified…
(more)
▼ This study investigated the significant differences and correlations on college studentsâ reading motivation and their internet
literacy. A total of 950 college students were stratified randomly selected from 17 Taiwanese colleges. All participants completed âReading motivationâ and âInternet literacyâ scales. In addition, 5 target students with highest scores on internet
literacy were recruited for standardized test and follow-up interview. Independent t-test, one-way ANOVA, and canonical correlation assessed the similarities and differences between groups. The initial findings were as follows:
1.College studentsâ reading motivation and internet
literacy appear to have moderate performance.
2.Female college studentsâ mean score on âreading motivationâ was significantly higher than their male counterparts.
3.High academic achievement college studentsâ mean score on âinternet literacyâ was significantly higher than low academic college students.
4.College students who major in engineering, manufacturing domainâs mean score on âinternet literacyâ, dimensions of âinformation accessingâ, âinformation sharingâ were significantly higher than social sciences, business management domainâs college students. And college students who major in liberal arts domainâs mean score on dimensions of âinformation creatingâ were significantly higher than agronomy majorâs college students.
5.College students with higher reading frequencyâs mean score on âreading motivationâ and âinternet literacyâ were significantly higher than low reading frequency college students.
6.College students with higher book-borrowing frequencyâs mean score on âreading motivationâ, dimensions of âinformation creatingâ were significantly higher than low book-borrowing frequency college students.
7.College students consume more time on readingâs mean score on âreading motivationâ, dimensions of âinformation creatingâ were significantly higher than these consuming less time on readingâs participants.
8. College students with longer internet seniorityâs mean score on âinternet literacyâ, dimensions of âinformation accessingâ, âinformation evaluatingâ and âinformation integratingâ were significantly higher than less internet seniorityâs college students.
9.College students with higher educational expectation had significantly higher mean scores on âreading motivationâ and âinternet literacyâ than these low educational expectation participants.
10.Canonical correlations between college studentsâ âreading motivationâ and âinternet literacyâ were found in this study.
Advisors/Committee Members: Huann-shyang Lin (chair), Zuway-R Hong (committee member), Han-chin Liu (chair).
Subjects/Keywords: Canonical correlation; Digital literacy; Internet literacy; College students; Reading motivation
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APA (6th Edition):
Yu, T. (2012). An Investigation of College Students' Reading Motivation and Internet Literacy. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817112-231829
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):
Yu, Tien-chi. “An Investigation of College Students' Reading Motivation and Internet Literacy.” 2012. Thesis, NSYSU. Accessed September 16, 2019.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817112-231829.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Yu, Tien-chi. “An Investigation of College Students' Reading Motivation and Internet Literacy.” 2012. Web. 16 Sep 2019.
Vancouver:
Yu T. An Investigation of College Students' Reading Motivation and Internet Literacy. [Internet] [Thesis]. NSYSU; 2012. [cited 2019 Sep 16].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817112-231829.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Yu T. An Investigation of College Students' Reading Motivation and Internet Literacy. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817112-231829
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of California – San Diego
19.
O'Connor, Wendy Lynn.
Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library.
Degree: Teaching and Learning, 2017, University of California – San Diego
URL: http://www.escholarship.org/uc/item/1j95c5k2
► This mixed-methods study explored TK-2 students’ literacy experiences in school and home in regards to their use of print books and the digital library, myON,…
(more)
▼ This mixed-methods study explored TK-2 students’ literacy experiences in school and home in regards to their use of print books and the digital library, myON, as part of their repertoires of practice. This study is broadly based in language socialization theory and operationalized through the cultural communities framework presented by Rogoff (2003). There is a literature base that exists around early literacy and the importance of connecting literacy development with the home through family involvement. The existing literature around e-books shows the promise of increased literacy proficiency when using e-books along with concerns regarding equitable access, distractibility, and the appropriate use of screen time. School and home survey and interview responses about the daily practices of 208 student participants at one elementary setting revealed a variety of literacy and technology practices in the school and home. The findings revealed a strong digital infrastructure in the school context; however, some students did not have access to technology at home because they did not have Internet. Hierarchical Linear Modeling (HLM) analyses revealed that the overall myON hours varied across student usage, which was in part explained by a nested structure in which the classroom teacher had the largest effect on myON usage followed by grade. The higher the grade level of the student, the more likely students were to integrate a digital library into their routine practices. Teacher and parent reports revealed that both traditional and digital resources were integrated into their classroom and home literacy practices. Teacher participants used reading homework as a mediator to communicate ways that parents could support their children’s literacy development. Further, the classroom teacher had the largest effect on student myON usage within classroom, homework, and home practices because the teachers’ literacy practices influenced what activities students engaged in while in school and at home. Findings from this study regarding how participants used a digital library as part of their daily routine can support the development of effective and culturally sensitive 21st century literacy practices that draw from the experiences of children’s families and educators. Implications of the study are also discussed.
Subjects/Keywords: Elementary education; Digital Library; Early Literacy; e-Books; Language and Literacy
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APA (6th Edition):
O'Connor, W. L. (2017). Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/1j95c5k2
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):
O'Connor, Wendy Lynn. “Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library.” 2017. Thesis, University of California – San Diego. Accessed September 16, 2019.
http://www.escholarship.org/uc/item/1j95c5k2.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
O'Connor, Wendy Lynn. “Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library.” 2017. Web. 16 Sep 2019.
Vancouver:
O'Connor WL. Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Sep 16].
Available from: http://www.escholarship.org/uc/item/1j95c5k2.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
O'Connor WL. Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/1j95c5k2
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of the Western Cape
20.
Mata, Songezo.
E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective
.
Degree: 2015, University of the Western Cape
URL: http://hdl.handle.net/11394/5576
► The high rate of youth unemployment is a global phenomenon and a worrying factor. This contradicted the opportunity presented by the ICT sector, which requires…
(more)
▼ The high rate of youth unemployment is a global phenomenon and a worrying factor. This contradicted the opportunity presented by the ICT sector, which requires e-skills, particularly e-
literacy/or
digital literacy skills in the entire sectors of the economy, not only ICT. Ala-Mutka (2011) defines e-
literacy skills as the "basic technical use of computers and the internet". ICT skills are viewed as essential in the modern day world in order to improve individual’s chances of securing and keeping employment. Various initiatives to improve youth employability in South Africa, particularly those that are studying TVET colleges or those have already graduated. Various approaches have been adopted such envisaged by the White Paper for Post-School Education and Training of 2013 i.e. preparation for workplace, self-employment through close cooperation of TVET colleges and industry (DHET, 2013). Employers assume that graduates are familiar with computer and Internet usage. Thus, the study set the following objectives: • To understand the theoretical and contextual background of promoting employability; • To explore existing employability frameworks that might be relevant for promoting employability; • To identify and categorize the factors that are relevant for promoting employability obtained from pertinent literature; • To validate these factors by interviewing key TVET stakeholders and ICT experts; • To propose an employability framework customized for the South African context; and • To explain the use of these factors within the proposed employability framework. The objectives were realised by reviewing pertinent literature, which led to the development of an employability conceptual research framework for South Africa. A conceptual research framework that consists of five factors from the e-skills national curriculum competency framework: (i) e-skills for service delivery; (ii) e-skills for new jobs; (iii) e-skills for existing jobs; (iv) self-employment; and (v) ICT practitioner skills. In-terms of e-skills levels i.e. ICT user skills, e-business skills and ICT practitioner skills. The first three sets of e-skills are associated with ICT user skill, e-skills for self-employment are associated with e-business skills and then ICT practitioner skills. This conceptual research framework was subsequently empirically verified using an interpretive approach by interviewing key TVET stakeholders and an ICT expert. The empirical findings affirmed the validity of the above-mentioned employability factors but also uncovered two additional factors: (iv) practical experience and infrastructure. These factors were subsequently incorporated into the final employability framework for South Africa. The main contribution of this study is the fact that it brings a new employability framework for TVET colleges for the South African context, with the hope that it can be applicable in similar environments in the developing context. There are some limitations in the present study due to a small research sample that was caused by the…
Advisors/Committee Members: Mitrovic, Zoran (advisor), Breytenbach, Johan (advisor).
Subjects/Keywords: Electronic Skills (e-Skills);
Curriculum;
Computer literacy;
Digital literacy;
Employability
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APA (6th Edition):
Mata, S. (2015). E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective
. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5576
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):
Mata, Songezo. “E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective
.” 2015. Thesis, University of the Western Cape. Accessed September 16, 2019.
http://hdl.handle.net/11394/5576.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mata, Songezo. “E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective
.” 2015. Web. 16 Sep 2019.
Vancouver:
Mata S. E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective
. [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/11394/5576.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mata S. E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective
. [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5576
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
21.
Baker, Sarah Elizabeth.
Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.
Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University
URL: http://hdl.handle.net/1969.1/173862
► The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required…
(more)
▼ The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary
digital literacies required for students and to determine what teacher practices are currently being conducted to support these necessary literacies. To investigate
digital literacy practices, three data collection instruments were developed for collecting data – an interview schedule designed for six secondary instructional coaches, a questionnaire that was administered to 122 middle school ELA teachers, and six classroom observations. The data were analyzed through inductive and descriptive approaches. The findings suggest that middle school teachers understand their role in the development of
digital literacies and some teachers are working to navigate
digital reading and writing practices. However, inconsistent use of
digital tools and other barriers prevent the research site from fully supporting
digital literacy development. A professional development proposal was developed that outlines suggested topics and learning outcomes.
Advisors/Committee Members: Eslami, Zohreh R (advisor), Neshyba, Monica (advisor), Cassell, Edith (committee member), McCormick, Anita (committee member).
Subjects/Keywords: digital literacy; middle school; English language arts classrooms; ELA teachers; literacy
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APA (6th Edition):
Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173862
Chicago Manual of Style (16th Edition):
Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed September 16, 2019.
http://hdl.handle.net/1969.1/173862.
MLA Handbook (7th Edition):
Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 16 Sep 2019.
Vancouver:
Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/1969.1/173862.
Council of Science Editors:
Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173862
Texas A&M University
22.
Baker, Sarah Elizabeth.
Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.
Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University
URL: http://hdl.handle.net/1969.1/173767
► The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required…
(more)
▼ The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary
digital literacies required for students and to determine what teacher practices are currently being conducted to support these necessary literacies. To investigate
digital literacy practices, three data collection instruments were developed for collecting data – an interview schedule designed for six secondary instructional coaches, a questionnaire that was administered to 122 middle school ELA teachers, and six classroom observations. The data were analyzed through inductive and descriptive approaches. The findings suggest that middle school teachers understand their role in the development of
digital literacies and some teachers are working to navigate
digital reading and writing practices. However, inconsistent use of
digital tools and other barriers prevent the research site from fully supporting
digital literacy development. A professional development proposal was developed that outlines suggested topics and learning outcomes.
Advisors/Committee Members: Eslami, Zohreh R (advisor), Neshyba, Monica (advisor), Cassell, Edith (committee member), McCormick, Anita (committee member).
Subjects/Keywords: digital literacy; middle school; English language arts classrooms; ELA teachers; literacy
Record Details
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APA ·
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MLA ·
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173767
Chicago Manual of Style (16th Edition):
Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed September 16, 2019.
http://hdl.handle.net/1969.1/173767.
MLA Handbook (7th Edition):
Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 16 Sep 2019.
Vancouver:
Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/1969.1/173767.
Council of Science Editors:
Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173767
George Mason University
23.
Negley, Katrina.
Understanding How Elementary Teachers Use and Conceptualize Visual Digital Lessons as a Teaching Strategy
.
Degree: 2010, George Mason University
URL: http://hdl.handle.net/1920/6033
► How can teachers create a greater opportunity for student understanding in today’s classroom that has more and more access to technology? One way may be…
(more)
▼ How can teachers create a greater opportunity for student understanding in
today’s classroom that has more and more access to technology? One way may be to
utilize the use of pictures and graphics through combining visual
digital media into
lessons.
As an instructional technology resource teacher with a background as an art
teacher, I have seen how visual
digital lessons (VDLs) bring relevance and greater
understanding to student learning. The work of many prominent researchers has backed
this up, yet many teachers do not use visual
digital lessons. The purpose of this study was
to gain a better understanding of why and how high-VDL-using elementary teachers used
this strategy as a tool to facilitate student learning. I also wanted to discover if teachers’
education, experiences, and beliefs influenced their use of VDLs.
A qualitative study of eight elementary teachers using observations, personal
interviews, and teacher reflections found teachers uses two types of visual
digital lessons.
I labeled these emergent lessons Process Focused and Product Focused. Process Focused
lessons allow students to process content knowledge visually through interpreting and/or
elaborating. Product Focused lessons allow students to research, plan, and organize their
thinking by creating a product with a cohesive visual message.
Results show that these high-VDL-using teachers share common learning views,
beliefs, and goals for the lessons. Using the knowledge from this study, I plan to create
professional development courses for teachers to encourage the use of visual
digital
lessons and model how to implement the lessons into their classrooms.
Advisors/Committee Members: Maxwell, Joseph A (advisor).
Subjects/Keywords: instructional technology;
visual literacy;
digital literacy;
visual learning
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APA (6th Edition):
Negley, K. (2010). Understanding How Elementary Teachers Use and Conceptualize Visual Digital Lessons as a Teaching Strategy
. (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6033
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):
Negley, Katrina. “Understanding How Elementary Teachers Use and Conceptualize Visual Digital Lessons as a Teaching Strategy
.” 2010. Thesis, George Mason University. Accessed September 16, 2019.
http://hdl.handle.net/1920/6033.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Negley, Katrina. “Understanding How Elementary Teachers Use and Conceptualize Visual Digital Lessons as a Teaching Strategy
.” 2010. Web. 16 Sep 2019.
Vancouver:
Negley K. Understanding How Elementary Teachers Use and Conceptualize Visual Digital Lessons as a Teaching Strategy
. [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/1920/6033.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Negley K. Understanding How Elementary Teachers Use and Conceptualize Visual Digital Lessons as a Teaching Strategy
. [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/6033
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
24.
Pitts, Kevin C.
New Epistemologies in a Digital Age: Ways of Knowing Beyond Text-Based Literacy in Young Adult Learners Within An Ontario College Context.
Degree: PhD, Education, 2015, York University
URL: http://hdl.handle.net/10315/30038
► The purpose of this study was to examine how young adult learners acquire and construct knowledge in a digital age within a post-secondary context. The…
(more)
▼ The purpose of this study was to examine how young adult learners acquire and construct knowledge in a
digital age within a post-secondary context. The research questions were: 1) What
digital devices and technologies/tools do young adult learners use for learning and why? 2) How is the
digital age (particularly the widespread use of the Internet) impacting knowledge acquisition and construction in young adult learners? 3) How should post-secondary educational curricula and practice be designed or re-designed to support young adult learners?
A mixed methods (convergent parallel design) study was conducted involving 63 student participants (18 to 24 years of age) attending a large urban community college in Ontario.
Analysis of the data revealed five key themes: 1) participants identified and used go-to
digital devices and tools (i.e.,
digital devices and tools participants preferred and opted to use first); 2) participants used a multiplicity of media, modes, and literacies in their learning; 3) participants valued the affordances of old and new educational practices and thus felt to be in a state of transition; 4) participants’ use of multiple media, modes, and literacies led to positive sum outcomes (i.e., increased capacity for learning); and 5) the mix of media, modes, and literacies used by participants resulted in more natural learning (i.e., learning that was more in keeping with participants’ natural ways of engaging in and perceiving the world around them). Another key finding was that although there were commonalities among participants, there also existed a great deal of individual difference in terms of the ways participants preferred to learn in a
digital age.
Interpretation of the findings resulted in a re-conceptualization of meta-
literacy. In the context of this study meta-
literacy was defined as the set of
literacy types that meet the following criteria: 1) use a dominant invention/technology; 2) are disseminated via a dominant medium; 3) are represented by a dominant mode; 4) appeal to a dominant sense (or senses); and 5) provide for the ability to consume and produce meaningful communicative artifacts via a dominant medium and mode. Orality, traditional
literacy, and
digital literacy were identified as
literacy types meeting the above criteria. It is recommended that meta-
literacy, in conjunction with other relevant frameworks, be considered in the design or re-design of college curricula.
Advisors/Committee Members: Owston, Ron (advisor).
Subjects/Keywords: Education; Educational technology; Community college education; Education; Educational Technology; Literacy; Meta-Literacy; Adult Education; Digital Devices and Tools; Digital Literacy
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APA (6th Edition):
Pitts, K. C. (2015). New Epistemologies in a Digital Age: Ways of Knowing Beyond Text-Based Literacy in Young Adult Learners Within An Ontario College Context. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/30038
Chicago Manual of Style (16th Edition):
Pitts, Kevin C. “New Epistemologies in a Digital Age: Ways of Knowing Beyond Text-Based Literacy in Young Adult Learners Within An Ontario College Context.” 2015. Doctoral Dissertation, York University. Accessed September 16, 2019.
http://hdl.handle.net/10315/30038.
MLA Handbook (7th Edition):
Pitts, Kevin C. “New Epistemologies in a Digital Age: Ways of Knowing Beyond Text-Based Literacy in Young Adult Learners Within An Ontario College Context.” 2015. Web. 16 Sep 2019.
Vancouver:
Pitts KC. New Epistemologies in a Digital Age: Ways of Knowing Beyond Text-Based Literacy in Young Adult Learners Within An Ontario College Context. [Internet] [Doctoral dissertation]. York University; 2015. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/10315/30038.
Council of Science Editors:
Pitts KC. New Epistemologies in a Digital Age: Ways of Knowing Beyond Text-Based Literacy in Young Adult Learners Within An Ontario College Context. [Doctoral Dissertation]. York University; 2015. Available from: http://hdl.handle.net/10315/30038
University of Waikato
25.
Kaewseenual, Sujittra.
Risky Opportunities: Developing Children’s Resilience through Digital Literacy in Thailand
.
Degree: 2018, University of Waikato
URL: http://hdl.handle.net/10289/11712
► This project develops a case for defining appropriate concepts of risk and opportunity in the digital domain for children in Thailand; it explores what the…
(more)
▼ This project develops a case for defining appropriate concepts of risk and opportunity in the
digital domain for children in Thailand; it explores what the consequent balance is between, regulation/policing of this domain on the one hand, and active user empowerment on the other. It defines “
digital literacy”, in a way that is appropriate for Thai society, while bearing in mind international good practice. This is achieved on the basis of detailed, in-depth fieldwork in Thai schools, using an Action Research methodology. The Participatory Action Research framework for this study positions children as subjects who have their own power and competence to influence the study, and ultimately the development of
digital literacy education. By using three schools, in two stages of fieldwork, the theorization of
digital literacy is thoroughly grounded in a comparative study of different practices. At the centre of this method is the development of a classroom “module” – a set of learning activities designed as both a research tool and a practical intervention in the pedagogical process. My study argues that the contest around the notion of the ‘good child’ has shaped children’s experiences of online use, in Thai society. In the offline world, the
digital literacy classroom practice has been dominated by singular ideologies (a restricted code) around both the seniority value embedded in Thai society and neo-liberal prescriptions for developing ‘citizens for the 21st century’. So the piloted
digital literacy module was neither successful nor unsuccessful, in itself, for “promoting” an enhancement of
digital literacy because, in the end, it exposed a flaw in this way of thinking about education. In such complex situations, no set of teaching and learning tools can be separated from the codes and hidden curricula that determine their effectiveness. In the online world, many Thai children regularly take responsible risks, and build resilience for themselves.
Digital literacy education needs to be transformed to liberate children from overly rigid, and risk-adverse, classroom practice, thus contributing to the development of ‘grown-up-ness’ in Biesta’s term (2013) which, in turn, contributes to the ‘formation’ of the person. Therefore, the desirability of building
digital resiliency has emerged from this project as a better way of thinking, where resiliency is a complex capacity to respond openly, within situations where risks and opportunities may be interwoven, and these situations may include the classroom itself, as well as personal, familial, and other social spaces and situations.
Advisors/Committee Members: Hardy, Ann (advisor), Fleming, Dan (advisor).
Subjects/Keywords: Digital Literacy;
Digital Resilience;
Risky Opportunities;
Children's Resilience;
Children's literacy;
Online Risks;
Media Literacy;
Media Education
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APA ·
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APA (6th Edition):
Kaewseenual, S. (2018). Risky Opportunities: Developing Children’s Resilience through Digital Literacy in Thailand
. (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/11712
Chicago Manual of Style (16th Edition):
Kaewseenual, Sujittra. “Risky Opportunities: Developing Children’s Resilience through Digital Literacy in Thailand
.” 2018. Doctoral Dissertation, University of Waikato. Accessed September 16, 2019.
http://hdl.handle.net/10289/11712.
MLA Handbook (7th Edition):
Kaewseenual, Sujittra. “Risky Opportunities: Developing Children’s Resilience through Digital Literacy in Thailand
.” 2018. Web. 16 Sep 2019.
Vancouver:
Kaewseenual S. Risky Opportunities: Developing Children’s Resilience through Digital Literacy in Thailand
. [Internet] [Doctoral dissertation]. University of Waikato; 2018. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/10289/11712.
Council of Science Editors:
Kaewseenual S. Risky Opportunities: Developing Children’s Resilience through Digital Literacy in Thailand
. [Doctoral Dissertation]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/11712
Uppsala University
26.
Bjerregaard, My.
Digitaliseringens inverkan i läraryrket : En kvantitativ studie som granskar digitaliseringens effekter och möjligheter i lågstadielärares yrkesutövning.
Degree: Education, 2017, Uppsala University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339966
► The aim of this study is to increase the understanding of digitization in school. More specifically it investigates the use of digital tools implemented…
(more)
▼ The aim of this study is to increase the understanding of digitization in school. More specifically it investigates the use of digital tools implemented in teaching activities. The study also aims to find out what opportunities digital use gives rise to in the role of primary school teachers and how digital progress has influenced the professional role. The three formulated questions that characterize the study are; “How do primary school teachers use digital tools in their professional activities?”, “To what extent do primary school teachers use digital tools in their professional activities?”, “What possible and changed ways of working have digital tools given rise in the professional education of primary school teachers?”. The empirical study is based on 63 questionnaires completed by primary school teachers in Uppsala County, which is the selection for this study. The theoretical framework consists of Engeströms activity theory, which is based on the socio-cultural perspective of learning founded by Vygotskij. The study is also based on previous research concerning the digitization of schools, including the digital tools as aids and digital literacy. The result shows that the digital tools characterize the profession as a primary school teacher and that these tools have come to play a major role in teaching. The digital tools are used to a very large extent every day and have brought in many opportunities and also contributed to changed working methods in school. The result also shows that the digital tools can have negative effects, but most of the digital tools are seen as an asset.
Subjects/Keywords: Digitization; digital tools; digital literacy; primary school teachers; school; Pedagogy; Pedagogik
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APA ·
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APA (6th Edition):
Bjerregaard, M. (2017). Digitaliseringens inverkan i läraryrket : En kvantitativ studie som granskar digitaliseringens effekter och möjligheter i lågstadielärares yrkesutövning. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339966
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):
Bjerregaard, My. “Digitaliseringens inverkan i läraryrket : En kvantitativ studie som granskar digitaliseringens effekter och möjligheter i lågstadielärares yrkesutövning.” 2017. Thesis, Uppsala University. Accessed September 16, 2019.
http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339966.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bjerregaard, My. “Digitaliseringens inverkan i läraryrket : En kvantitativ studie som granskar digitaliseringens effekter och möjligheter i lågstadielärares yrkesutövning.” 2017. Web. 16 Sep 2019.
Vancouver:
Bjerregaard M. Digitaliseringens inverkan i läraryrket : En kvantitativ studie som granskar digitaliseringens effekter och möjligheter i lågstadielärares yrkesutövning. [Internet] [Thesis]. Uppsala University; 2017. [cited 2019 Sep 16].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339966.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bjerregaard M. Digitaliseringens inverkan i läraryrket : En kvantitativ studie som granskar digitaliseringens effekter och möjligheter i lågstadielärares yrkesutövning. [Thesis]. Uppsala University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339966
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universidade do Estado do Rio de Janeiro
27.
Pollyana Rodrigues Pessoa Escalante.
O potencial comunicativo dos memes: formas de letramento na rede digital.
Degree: Master, 2016, Universidade do Estado do Rio de Janeiro
URL: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10464
;
► O presente trabalho buscou investigar de que modo o meme pode ser considerado um produto da cultura contemporânea que conecta conteúdos e saberes de diferentes…
(more)
▼ O presente trabalho buscou investigar de que modo o meme pode ser considerado um produto da cultura contemporânea que conecta conteúdos e saberes de diferentes campos, exigindo letramentos múltiplos do usuário. Por isso, foi necessário explicar a importância da cultura participativa, da cultura fã e das Tecnologias da Informação e Comunicação no processo de conexão e difusão de conteúdos. Apresentaram-se os conceitos de letramento (PICCOLI, 2010; TFOUNI, 1995; CERUTTI-RIZZATTI, 2012; KLEIMAN, 2005; LEMKE, 2010; REGIS; AUDI; MAIA, 2014; RODRIGUES, 2015) intertextualidade (KRISTEVA, 2005; ECO; 1989), cultura do remix (MANOVICH, 2005; FERGUSON 2011), com o intuito de desvendar as práticas envolvidas na produção, fruição e compartilhamento de memes. Por fim, com base nesses teóricos, surgiu a curiosidade de investigar se essas ideias faziam parte do referencial dos integrantes do grupo Meme Studies no Facebook. Com o propósito de averiguar se haveria concordância ou divergência nas práticas desenvolvidas por eles e as discutidas no texto desta dissertação, aplicou-se um questionário online. Com a análise pode-se perceber que o conceito do grupo está alinhado com as ideias sobre o que é meme. No entanto, quando o assunto é letramento, há divergências
This study investigated how the meme can be considered a product of contemporary culture that connects content and knowledge from different fields, requiring multiple user literacies. So it was necessary to explain the importance of participatory culture, fan culture and Information and Communication Technologies in connection process and broadcast content. They presented the concepts of literacy (PICCOLI, 2010; TFOUNI, 1995; CERUTTI-RIZZATTI, 2012; KLEIMAN, 2005; Lemke, 2010; REGIS, AUDI, MAIA, 2014; RODRIGUES, 2015) intertextuality (KRISTEVA, 2005; ECO; 1989), remix culture (MANOVICH, 2005; FERGUSON 2011), in order to uncover the practices that are involved in the production, enjoyment and sharing memes. Finally, based on these theoretical arose the curiosity to investigate whether these ideas were part of the framework of the members of Meme Studies Facebook group. In order to ascertain whether there was agreement or disagreement on the practices developed by them and discussed in the text of this thesis, we applied an online questionnaire. With the analysis of the data collection can be seen that the group concept is in line with the ideas of what is meme. However, when it comes to literacy, there are differences
Advisors/Committee Members: Erick Felinto de Oliveira, Fátima Cristina Regis Martins de Oliveira, Raquel Timponi Pereira Rodrigues, Beatriz Brandão Polivanov.
Subjects/Keywords: Intertextualidade; Cultura digital; Literacy; Intertextuality; Digital culture; COMUNICACAO; Comunicação; Letramento; Memes
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APA ·
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APA (6th Edition):
Escalante, P. R. P. (2016). O potencial comunicativo dos memes: formas de letramento na rede digital. (Masters Thesis). Universidade do Estado do Rio de Janeiro. Retrieved from http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10464 ;
Chicago Manual of Style (16th Edition):
Escalante, Pollyana Rodrigues Pessoa. “O potencial comunicativo dos memes: formas de letramento na rede digital.” 2016. Masters Thesis, Universidade do Estado do Rio de Janeiro. Accessed September 16, 2019.
http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10464 ;.
MLA Handbook (7th Edition):
Escalante, Pollyana Rodrigues Pessoa. “O potencial comunicativo dos memes: formas de letramento na rede digital.” 2016. Web. 16 Sep 2019.
Vancouver:
Escalante PRP. O potencial comunicativo dos memes: formas de letramento na rede digital. [Internet] [Masters thesis]. Universidade do Estado do Rio de Janeiro; 2016. [cited 2019 Sep 16].
Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10464 ;.
Council of Science Editors:
Escalante PRP. O potencial comunicativo dos memes: formas de letramento na rede digital. [Masters Thesis]. Universidade do Estado do Rio de Janeiro; 2016. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10464 ;
University of Tasmania
28.
McNab, KF.
Digital texts for shared reading : effects on early literacy.
Degree: 2016, University of Tasmania
URL: https://eprints.utas.edu.au/23082/1/McNab_whole_thesis.pdf
► Seminal and contemporary research demonstrates that emergent literacy skills are extremely important in establishing positive education trajectories. Digital reading capabilities such as those afforded by…
(more)
▼ Seminal and contemporary research demonstrates that emergent literacy skills are extremely important in establishing positive education trajectories. Digital reading capabilities such as those afforded by iPads and other tablet devices may play an important role in developing early reading skills, particularly if families are empowered to exploit the unique features of digital texts to support their children’s literacy development. Digital reading on iPads provides an alternative to reading traditional print texts, and for some children a preferred method of learning to read and enjoy books.
This study has focussed on an examination of the effects of a one-to-one digital book reading intervention on children’s early literacy development and families’ shared reading practices. Further, the lived experience of the children reading digital texts, as conveyed by their parents, and the effects of these reading behaviours on the children’s literacy development was of particular interest. The research examined if and how children and parents used the interactive features in the digital books to support children’s literacy development. Three main areas of interest were examined: how parents in low socio-economic status schools were using digital books with their children; the effects of reading digital texts on young children’s early literacy development; and the effects of facilitating a two-way knowledge exchange group for parents.
The study involved three distinct phases and two schools. Phase one involved a survey designed to gather baseline data about children’s shared and independent reading practices and families’ ownership of digital technologies to support reading. Phase two, the pilot study, involved 24 families from the same two primary schools situated in low socio-economic areas of Tasmania. Families from one school formed the intervention group and read digital books on iPads. Families from the second school formed the comparison group and read the same books in traditional paper-text based formats. Children were assessed pre-intervention (T1) and six weeks later at post-intervention (T2) against a battery of standardised literacy tests. A receptive vocabulary instrument designed by the researcher, McNab Picture Vocabulary Test [MPVT] Form 1, (McNab, 2012) was administered to test topical vocabulary from the texts employed in the intervention.
The phase two results showed that the digital reading group made similar and significant progress to the comparison group on measures of receptive vocabulary, expressive vocabulary, phonological abilities and concepts about print. This finding supports the case that the use of digital books by themselves does not disadvantage or advantage children’s early reading development. The parent interview information identified that the parents still needed direction on how to effectively use the digital features of the e-books particularly in terms of having the children read along with the text. Parents also need to be aware that that there is still an important role for them…
Subjects/Keywords: reading; digital-texts; digital-divide; literacy; families; early childhood
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APA ·
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Manager
APA (6th Edition):
McNab, K. (2016). Digital texts for shared reading : effects on early literacy. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23082/1/McNab_whole_thesis.pdf
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):
McNab, KF. “Digital texts for shared reading : effects on early literacy.” 2016. Thesis, University of Tasmania. Accessed September 16, 2019.
https://eprints.utas.edu.au/23082/1/McNab_whole_thesis.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
McNab, KF. “Digital texts for shared reading : effects on early literacy.” 2016. Web. 16 Sep 2019.
Vancouver:
McNab K. Digital texts for shared reading : effects on early literacy. [Internet] [Thesis]. University of Tasmania; 2016. [cited 2019 Sep 16].
Available from: https://eprints.utas.edu.au/23082/1/McNab_whole_thesis.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
McNab K. Digital texts for shared reading : effects on early literacy. [Thesis]. University of Tasmania; 2016. Available from: https://eprints.utas.edu.au/23082/1/McNab_whole_thesis.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
California State University – Sacramento
29.
Melton, Jason Lamar.
Scaffolding multimodal assignments: efficacy of an integrated workshop model.
Degree: MA, English (Composition, 2017, California State University – Sacramento
URL: http://hdl.handle.net/10211.3/194546
► In the fall semester of the 2016 academic year, I conducted a semester-long self study investigating students??? perceptions of the efficacy of an integrated Digital…
(more)
▼ In the fall semester of the 2016 academic year, I conducted a semester-long self study
investigating students??? perceptions of the efficacy of an integrated
Digital Literacy
Workshop (DLW) scaffolding model. The participants were 23 students enrolled in one
section of English 5 Accelerated Academic Literacies at Sacramento State University. In
addition to analyzing students??? reflective writing and their processes towards
completing their research documentaries, I collected data via three surveys and through
my own observations. Overall, my research found that although student confidence
improved across all three DLWs, perceptions of each workshops??? efficacy were
influenced by software selection and the workshops??? structure.
Advisors/Committee Members: Clark-Oates, Angela.
Subjects/Keywords: Multimodal composition; New media; Digital rhetoric; Literacy; Multiliteracies; Scaffolding; Digital pedagogy
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APA ·
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Manager
APA (6th Edition):
Melton, J. L. (2017). Scaffolding multimodal assignments: efficacy of an integrated workshop model. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/194546
Chicago Manual of Style (16th Edition):
Melton, Jason Lamar. “Scaffolding multimodal assignments: efficacy of an integrated workshop model.” 2017. Masters Thesis, California State University – Sacramento. Accessed September 16, 2019.
http://hdl.handle.net/10211.3/194546.
MLA Handbook (7th Edition):
Melton, Jason Lamar. “Scaffolding multimodal assignments: efficacy of an integrated workshop model.” 2017. Web. 16 Sep 2019.
Vancouver:
Melton JL. Scaffolding multimodal assignments: efficacy of an integrated workshop model. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2019 Sep 16].
Available from: http://hdl.handle.net/10211.3/194546.
Council of Science Editors:
Melton JL. Scaffolding multimodal assignments: efficacy of an integrated workshop model. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/194546
Linköping University
30.
Enedahl, Regina Mary.
Digitala verktyg i akademiska studier : En undersökning av användning av digitala verktyg ur ett studentperspektiv.
Degree: Teaching and Learning, 2016, Linköping University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130992
► Digitala teknologier har ändrat förutsättningarna inom utbildningssektorn och bidragit till en dramatisk ökning av studenternas tillgång till och användning av digitala verktyg för sina…
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▼ Digitala teknologier har ändrat förutsättningarna inom utbildningssektorn och bidragit till en dramatisk ökning av studenternas tillgång till och användning av digitala verktyg för sina studier. Begreppet digital kompetens har beskrivits som en av flera nyckelkompetenser som behövs för att kunna delta i samhället och ingår numera som mål i examensordningen på akademisk nivå i utbildningen för exempelvis förskollärare. Men vad vet vi om studenters digitala kompetens och tillämpning av digitala verktyg som stöd för sitt eget lärande under sina studier vid högre utbildning? Vilka erfarenheter har de med sig och hur förhåller de sig till dessa digitala verktyg? Studiens syfte har varit att undersöka användning av och förhållningssätt till digitala verktyg i akademiska studier som stöd för lärande på en förskollärarutbildning. Studien har fokuserat kring frågeställningarna:Hur används digitala verktyg som stöd för lärande av studenter på en förskollärarutbildning? Och Hur förhåller sig studenter på en förskollärarutbildning till de möjligheter digitala verktyg tillhandahåller som stöd för lärande? Studien har kombinerande forskning som metodansats, där kvantitativa och kvalitativa forskningsstrategier kopplas samman. Resultatet bygger på en enkätundersökning och fokusgruppsintervjuer och pekar på att studenterna använder digitala verktyg dagligen i utbildningssyfte. Studenterna använder framför allt digitala verktyg för att läsa och skriva texter, göra presentationer, ta del av och söka informationen samt kommunicera. De vanligaste digitala verktyg som studenterna använder är mobila enheter, så som mobil, smartphone och bärbar dator. De flesta studenter använder webb 2.0-tjänster, så som Skype och sociala medier, för samarbete samt diskussionsforum. Vidare visar resultatet att studenterna innehar en viss digital litteracitet och anser att digitala verktyg kan vara stödjande i vissa avseenden men också störande i andra avseenden. Resultatet påvisar att studenterna till viss del känner sig digitalt kompetenta, men den kompetensen kan variera från individ till individ oavsett ålder och är enligt studenterna kopplad till individens grad av intresse. Studien bidrar till kunskap om hur studenter förhåller sig till de möjligheter digitala verktyg tillhandahåller som stöd för lärande samt hur de använder digitala verktyg i en akademisk diskurs. Genom att sätta fokus på ett studentperspektiv kan uppsatsen bidra med ett värdefullt kunskapstillskott om studenternas förhållningssätt till och användande av digitala verktyg och således ge en grund för bättre utformning av undervisning i strävan att nå upp till utbildningens mål.
Subjects/Keywords: Digital kompetens; IKT; digitala verktyg; digital literacy; mixed methods; universitet; högskolan
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APA (6th Edition):
Enedahl, R. M. (2016). Digitala verktyg i akademiska studier : En undersökning av användning av digitala verktyg ur ett studentperspektiv. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130992
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):
Enedahl, Regina Mary. “Digitala verktyg i akademiska studier : En undersökning av användning av digitala verktyg ur ett studentperspektiv.” 2016. Thesis, Linköping University. Accessed September 16, 2019.
http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130992.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Enedahl, Regina Mary. “Digitala verktyg i akademiska studier : En undersökning av användning av digitala verktyg ur ett studentperspektiv.” 2016. Web. 16 Sep 2019.
Vancouver:
Enedahl RM. Digitala verktyg i akademiska studier : En undersökning av användning av digitala verktyg ur ett studentperspektiv. [Internet] [Thesis]. Linköping University; 2016. [cited 2019 Sep 16].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130992.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Enedahl RM. Digitala verktyg i akademiska studier : En undersökning av användning av digitala verktyg ur ett studentperspektiv. [Thesis]. Linköping University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130992
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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