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University of Texas – Austin
1.
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 April 20, 2021.
http://hdl.handle.net/2152/62071.
MLA Handbook (7th Edition):
Hawkins, Tekla Ann. “Fanfiction as playable media.” 2015. Web. 20 Apr 2021.
Vancouver:
Hawkins TA. Fanfiction as playable media. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2021 Apr 20].
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
2.
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 April 20, 2021.
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. 20 Apr 2021.
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 2021 Apr 20].
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
Vanderbilt University
3.
Ehret, Christian Michael.
Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital.
Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University
URL: http://hdl.handle.net/1803/11057
► Although making digital media involves movements of bodies, materials, and, often, mobile technologies, most literacy research on adolescents’ experiences with digital media relies on screened…
(more)
▼ Although making
digital media involves movements of bodies, materials, and, often, mobile technologies, most
literacy research on adolescents’ experiences with
digital media relies on screened and sedentary perspectives rooted in representation and multimodality—perspectives that elide or distort the role of embodiment. This dissertation critiques the overemphasis on screens, texts, and representation in
literacy studies across three empirical papers. Each paper addresses unique questions around
literacy as an affective experience of human bodies through ethnographic and micro-ethnographic investigations in (1) a public school, (2) a southeastern community, and (3) a children’s hospital school. Paper 1 illustrates how adolescents’ physical mobilities and affective histories connect to their agency and development as producers of
digital texts in urban schools. Paper 2 describes how the feeling of meaning-making with
digital devices involves historically, culturally, and affectively developed sensibilities that emerge as bodies make sense of people, places and things as semiotic material. Paper 3 builds a theory of
literacy moments, or the feeling of being in something while engaged in social, textual production. In its attempts at coming to know affective dimensions of social life, this dissertation also develops tension around what it means to “know” and warrant claims about moving, feeling bodies other than our own.
Advisors/Committee Members: Dr. Deborah Wells Rowe (committee member), Dr. Barbara S. Stengel (committee member), Dr. John M. Sloop (committee member), Dr. Jay L. Lemke (committee member), Dr. Kevin Leander (Committee Chair).
Subjects/Keywords: affect; digital media; literacy
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APA (6th Edition):
Ehret, C. M. (2015). Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11057
Chicago Manual of Style (16th Edition):
Ehret, Christian Michael. “Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed April 20, 2021.
http://hdl.handle.net/1803/11057.
MLA Handbook (7th Edition):
Ehret, Christian Michael. “Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital.” 2015. Web. 20 Apr 2021.
Vancouver:
Ehret CM. Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Apr 20].
Available from: http://hdl.handle.net/1803/11057.
Council of Science Editors:
Ehret CM. Movement, sensibilities, and desire: Coming to know affective dimensions of adolescents’ experiences with literacy and new media in school, on their own, and in the hospital. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/11057
University of Exeter
4.
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: 302.23083; Digital literacy; children
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APA ·
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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 April 20, 2021.
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. 20 Apr 2021.
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 2021 Apr 20].
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
5.
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 ·
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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 April 20, 2021.
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. 20 Apr 2021.
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 2021 Apr 20].
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
6.
-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 (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 April 20, 2021.
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. 20 Apr 2021.
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 2021 Apr 20].
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
7.
Ståhl, Tore.
ICT savvy Digital Natives?.
Degree: 2017, Yrkeshögskolan Arcada Ab
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).
Advisors/Committee Members: Yrkeshögskolan Arcada.
Subjects/Keywords: literacy; digital divide; digital natives; ICT
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APA ·
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APA (6th Edition):
Ståhl, T. (2017). ICT savvy Digital Natives?. (Thesis). Yrkeshögskolan Arcada Ab. 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, Yrkeshögskolan Arcada Ab. Accessed April 20, 2021.
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. 20 Apr 2021.
Vancouver:
Ståhl T. ICT savvy Digital Natives?. [Internet] [Thesis]. Yrkeshögskolan Arcada Ab; 2017. [cited 2021 Apr 20].
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]. Yrkeshögskolan Arcada Ab; 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
8.
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 April 20, 2021.
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. 20 Apr 2021.
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 2021 Apr 20].
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
9.
Lima, Alberto José Ferreira de.
Letramento digital e letramento informacional na literatura nacional e internacional em língua inglesa.
Degree: 2012, Universidade Federal da Paraíba; Programa de Pós-Graduação em Educação; UFPB; BR; Educação
URL: https://repositorio.ufpb.br/jspui/handle/tede/4731
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In the last decade, there has been a growing interest in studies related to information literacy and digital literacy in the national literature and international, in the English language, which is reflected mainly in the number of publications on these topics. The purpose of this study is to compare national and international academic production, the concepts, uses and the relationship between digital literacy and
information literacy. In order to achieve the objectives proposed in this investigation followed the methodological guidance of a exploratory research. Thus, the exploratory nature of the study we now realized, was to research the technical literature. The review of brazilian literature, conducted by collecting data from secondary sources, had as its basic source the scientific production published in the open-access vast collection database of theses and scientific journals from CAPES/MEC. For the search we choose to use the following usual descriptors referring to the studied subjects: "letramento informacional", "letramento da informação", "competência informacional" and "letramento digital". The data collection on national papers, initially, was based on two reference sources: essays and theses in graduate programs and the articles published in major journals in the field of education, linguistics and information science in the period between 2007 and 2010. A review of
international literature in English was performed by searching the Internet for free open access scientific productions in online bookstores, using the keywords "digital literacy" and "information literacy . The results show digital literacy and information literacy as terms complex and largely unexplored both in academia and in the national literature in the field of education. In several English-speaking countries such as United States, Australia and England, both terms are familiar concepts throughout the professional literature and in university life. Besides, on the rest of the world, the literature emphasizes, above all, the paradox verified about information literacy and digital literacy as key concepts, on a politicized view, to digital informatized society, on a educational point of view the progress are scarce. The concept of digital literacy has come up with an approach very close to the information literacy of that season. Both the concept of information literacy as
digital literacy involved were made with a skill set, have slowly expanded their meanings and started having…
Advisors/Committee Members: Brennand, Edna Gusmão de Góes.
Subjects/Keywords: Letramento digital; Letramento informacional; Letramento; Digital literacy; Information literacy; Literacy; CIENCIAS HUMANAS::EDUCACAO
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APA (6th Edition):
Lima, A. J. F. d. (2012). Letramento digital e letramento informacional na literatura nacional e internacional em língua inglesa. (Masters Thesis). Universidade Federal da Paraíba; Programa de Pós-Graduação em Educação; UFPB; BR; Educação. Retrieved from https://repositorio.ufpb.br/jspui/handle/tede/4731
Chicago Manual of Style (16th Edition):
Lima, Alberto José Ferreira de. “Letramento digital e letramento informacional na literatura nacional e internacional em língua inglesa.” 2012. Masters Thesis, Universidade Federal da Paraíba; Programa de Pós-Graduação em Educação; UFPB; BR; Educação. Accessed April 20, 2021.
https://repositorio.ufpb.br/jspui/handle/tede/4731.
MLA Handbook (7th Edition):
Lima, Alberto José Ferreira de. “Letramento digital e letramento informacional na literatura nacional e internacional em língua inglesa.” 2012. Web. 20 Apr 2021.
Vancouver:
Lima AJFd. Letramento digital e letramento informacional na literatura nacional e internacional em língua inglesa. [Internet] [Masters thesis]. Universidade Federal da Paraíba; Programa de Pós-Graduação em Educação; UFPB; BR; Educação; 2012. [cited 2021 Apr 20].
Available from: https://repositorio.ufpb.br/jspui/handle/tede/4731.
Council of Science Editors:
Lima AJFd. Letramento digital e letramento informacional na literatura nacional e internacional em língua inglesa. [Masters Thesis]. Universidade Federal da Paraíba; Programa de Pós-Graduação em Educação; UFPB; BR; Educação; 2012. Available from: https://repositorio.ufpb.br/jspui/handle/tede/4731
Universidade Estadual de Campinas
10.
Campos, Rodrigo Prates, 1969-.
Práticas de letramento digital : aprendendo a usar o computador em um telecentro de Campinas.
Degree: Instituto de Estudos da Linguagem; Programa de Pós-Graduação em Linguística Aplicada, 2018, Universidade Estadual de Campinas
URL: http://repositorio.unicamp.br/jspui/handle/REPOSIP/333573
► Orientador: Inês Signorini
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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▼ Orientador: Inês Signorini
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Partindo de uma perspectiva que se recusa a ver no letramento algo de natureza meramente cognitiva e de um estudo de campo centrado em pessoas que tinham pouco ou nenhum conhecimento de informática, muitos dos quais nunca haviam sequer visto um computador, o objetivo desta pesquisa estabeleceu-se, após suas fases preliminares, em estudar as práticas de letramento digital dessas pessoas. Para tanto atuei por 12 meses (de 02/2010 a 06/2010, de 08/2010 a 11/2010 e de 03/2011 a 05/2011) como monitor de um curso de informática básica ministrado pela Prefeitura Municipal de Campinas no telecentro da CEASA (Centrais Estaduais de
Abastecimento S/A, centrais de abastecimento de hortifrutigranjeiros) da cidade, o que me deu a oportunidade de observar os alunos de perto. A partir dos registros gravados e videografados em campo e das notas de campo, foram selecionadas duas turmas (uma de 27/10/2010 a 19/11/2010 e a outra de 27/04/2011 a 27/05/2011) para comporem o corpus para análise. Esta foi realizada tomando-se por base a noção de práticas de letramento digital inspirada nos Novos Estudos do Letramento que norteou toda a tese, as categorias interacionais de Erving Goffman e o conceito de domínio semiótico de Paul Gee. Como resultado, esta tese apresenta uma amostra bem clara de quem são os excluídos digitais do Brasil, das dificuldades que enfrentam quando vêm a interagir com computadores e sugere uma forma de como abordar o problema de iniciar alguém que nunca sequer viu um computador nas práticas mediadas pelas tecnologias interativas digitais
Starting from a perspective that refuses to see in literacy as
something of a merely cognitive nature and a field study centered on people who had little or no knowledge of computer science, many of whom had never even seen a computer, the goals of this research, after it¿s preliminary phases, established itself in to study the digital literacy practices of these people. For that, I worked for 12 months (from 02/2010 to 06/2010, from 08/2010 to 11/2010 and from 03/2011 to 05/2011) as monitor of a basic computing course taught by the prefecture of the city of Campinas at the telecentre of the city¿s central supply of vegetables, fruits and poultry which gave me the opportunity to observe the students closely. From the records recorded and videotaped in the field and the field notes, two classes were selected (one from 10/27/2010 to 11/19/2010 and the other from 04/27/2011 to 05/27/2011) to compose the corpus for analysis. This was done based on the notion of digital literacy practices in New Literacies Studies movement that guided the whole
thesis, Erving Goffman¿s face to face interacton categories and Paul Gee¿s concept of semiotic domain. As a result, this…
Advisors/Committee Members: UNIVERSIDADE ESTADUAL DE CAMPINAS, Signorini, Inês, 1951-, Braga, Denise Bértoli, Silva, Wagner Rodrigues, Barbosa, Edilaine Buin, Ribeiro, Ana Elisa Ferreira.
Subjects/Keywords: Letramento; Letramento digital; Semiótica; Inclusão digital; Literacy; Computer literacy; Semiotics; Digital divide
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APA (6th Edition):
Campos, Rodrigo Prates, 1. (2018). Práticas de letramento digital : aprendendo a usar o computador em um telecentro de Campinas. (Doctoral Dissertation). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/333573
Chicago Manual of Style (16th Edition):
Campos, Rodrigo Prates, 1969-. “Práticas de letramento digital : aprendendo a usar o computador em um telecentro de Campinas.” 2018. Doctoral Dissertation, Universidade Estadual de Campinas. Accessed April 20, 2021.
http://repositorio.unicamp.br/jspui/handle/REPOSIP/333573.
MLA Handbook (7th Edition):
Campos, Rodrigo Prates, 1969-. “Práticas de letramento digital : aprendendo a usar o computador em um telecentro de Campinas.” 2018. Web. 20 Apr 2021.
Vancouver:
Campos, Rodrigo Prates 1. Práticas de letramento digital : aprendendo a usar o computador em um telecentro de Campinas. [Internet] [Doctoral dissertation]. Universidade Estadual de Campinas; 2018. [cited 2021 Apr 20].
Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/333573.
Council of Science Editors:
Campos, Rodrigo Prates 1. Práticas de letramento digital : aprendendo a usar o computador em um telecentro de Campinas. [Doctoral Dissertation]. Universidade Estadual de Campinas; 2018. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/333573
San Jose State University
11.
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 (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 April 20, 2021.
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. 20 Apr 2021.
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 2021 Apr 20].
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
12.
Marco Alberto Wang.
Critérios para avaliação da alfabetização computacional.
Degree: 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…
Advisors/Committee Members: Edmir Parada Vasques Prado, Marcos Lordello Chaim, Maria Alexandra Viegas Cortez da Cunha, Adriana Backx Noronha Viana.
Subjects/Keywords: Alfabetização Computacional; Exclusão Digital; Inclusão Digital; Computer literacy; Digital divide; Digital inclusion
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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 April 20, 2021.
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. 20 Apr 2021.
Vancouver:
Wang MA. Critérios para avaliação da alfabetização computacional. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2021 Apr 20].
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/
Universidade Estadual de Campinas
13.
Silva Salcido, Alejandra, 1989-.
Linguagem escrita, habilidades metacognitivas e tecnologia digital : uma relação em construção.
Degree: Faculdade de Educação; Programa de Pós-Graduação em Educação, 2016, Universidade Estadual de Campinas
URL: SILVA
SALCIDO,
Alejandra.
Linguagem
escrita,
habilidades
metacognitivas
e
tecnologia
digital:
uma
relação
em
construção.
2016.
1
recurso
online
(356
p.).
Dissertação
(mestrado)
-
Universidade
Estadual
de
Campinas,
Faculdade
de
Educação,
Campinas,
SP.
Disponível
em:
<http://www.repositorio.unicamp.br/handle/REPOSIP/321598>.
Acesso
em:
31
ago.
2018.
;
http://repositorio.unicamp.br/jspui/handle/REPOSIP/321598
► Orientadores: Heloísa Andreia de Matos Lins, Fraulein Vidigal de Paula
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on…
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▼ Orientadores: Heloísa Andreia de Matos Lins, Fraulein Vidigal de Paula
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-31T22:40:37Z (GMT). No. of bitstreams: 1 SilvaSalcido_Alejandra_M.pdf: 9386605 bytes, checksum: 94dd7384f5647e0732adf6229f701152 (MD5) Previous issue date: 2016
Resumo: O estudo das habilidades metacognitivas nos ambientes digitais é um campo pouco explorado que pode abrir possibilidades nos processos de alfabetização e letramento (digitais) na prática pedagógica. A presente pesquisa está focada na produção escrita digital (blog) de alunos do sexto ano de ensino fundamental e as habilidades (meta)cognitivas envolvidas no processo. O objetivo é analisar as habilidades `meta¿ durante a produção e revisão das produções textuais digitais para compreender as mudanças nos aspectos cognitivos e educacionais gerados pelos novos espaços de produção. Os
participantes da pesquisa são seis alunos, matriculados no sexto ano de uma E.M.E.F. na região sudoeste no município de Campinas, SP. Explora-se o caminho dos alunos para a produção de um texto (post), bem como as interações dele com o hipertexto e com a variedade de linguagens presentes no espaço digital, a partir de uma abordagem qualitativa, usando como instrumentos a observação participante, a entrevista e a roda de conversa. A coleta compreende cinco fases: Fase A-Roda de conversa para mapear o uso e conhecimento das mídia digitais; Fase B- Sessão piloto de realização de tarefas através de comandas no meio digital; Fase C- Sessão de produção escrita de post no blog; Fase D- Entrevista individual para reflexão do processo de escrita e de revisão do texto; Fase E- Roda de conversa para reflexão sobre as atividades realizadas ao longo da coleta. Os dados foram analisados a partir do diálogo entre a perspectiva interlocutiva de Bakhtin e a psicologia cognitiva. Construi-se uma
relação estreita entre a linguagem escrita, as habilidades metacognitivas e a tecnologia digital. As habilidades metacognitivas usadas na cultura do papel são também usadas na cultura digital, visando a possibilidade de que as novas tecnologias peçam o desenvolvimento de novas habilidades, exclusivamente para agir nos ambientes digitais. Evidencia-se o desenvolvimento de habilidades digitais básicas dos alunos, porém existe uma subutilização da tecnologia digital, pelas ações restritas que fazem dos dipositivos móveis e das novas tecnologias. Os resultados da pesquisa sugerem repensar os processos de alfabetização e letramento digitais e analisar o 'novo' das novas tecnologias para um aproveitamento holístico delas nas práticas escolares. Portanto, o papel da escola se torna imprescindível na estimulação, desenvolvimento e aprimoramento de habilidades digitas e habilidades metacognitivas para a produção de textos hipermidiáticos nas novas tecnologias
The reduced number of studies
about metacognitive abilities and digital environments offer many possibilities in the literacy processes and pedagogical…
Advisors/Committee Members: UNIVERSIDADE ESTADUAL DE CAMPINAS, Paula, Fraulein Vidigal de, Lins, Heloísa Andreia de Matos, 1974-, Leite, Sergio Antonio da Silva, Barrera, Sylvia Domingos, Diniz, Neusa Lopes Bispo.
Subjects/Keywords: Metacognição; Linguagem escrita; Tecnologia digital; Letramento digital; Metacognition; Writing; Digital technology; Digital literacy
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APA ·
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Export
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APA (6th Edition):
Silva Salcido, Alejandra, 1. (2016). Linguagem escrita, habilidades metacognitivas e tecnologia digital : uma relação em construção. (Masters Thesis). Universidade Estadual de Campinas. Retrieved from SILVA SALCIDO, Alejandra. Linguagem escrita, habilidades metacognitivas e tecnologia digital: uma relação em construção. 2016. 1 recurso online (356 p.). Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação, Campinas, SP. Disponível em: <http://www.repositorio.unicamp.br/handle/REPOSIP/321598>. Acesso em: 31 ago. 2018. ; http://repositorio.unicamp.br/jspui/handle/REPOSIP/321598
Chicago Manual of Style (16th Edition):
Silva Salcido, Alejandra, 1989-. “Linguagem escrita, habilidades metacognitivas e tecnologia digital : uma relação em construção.” 2016. Masters Thesis, Universidade Estadual de Campinas. Accessed April 20, 2021.
SILVA SALCIDO, Alejandra. Linguagem escrita, habilidades metacognitivas e tecnologia digital: uma relação em construção. 2016. 1 recurso online (356 p.). Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação, Campinas, SP. Disponível em: <http://www.repositorio.unicamp.br/handle/REPOSIP/321598>. Acesso em: 31 ago. 2018. ; http://repositorio.unicamp.br/jspui/handle/REPOSIP/321598.
MLA Handbook (7th Edition):
Silva Salcido, Alejandra, 1989-. “Linguagem escrita, habilidades metacognitivas e tecnologia digital : uma relação em construção.” 2016. Web. 20 Apr 2021.
Vancouver:
Silva Salcido, Alejandra 1. Linguagem escrita, habilidades metacognitivas e tecnologia digital : uma relação em construção. [Internet] [Masters thesis]. Universidade Estadual de Campinas; 2016. [cited 2021 Apr 20].
Available from: SILVA SALCIDO, Alejandra. Linguagem escrita, habilidades metacognitivas e tecnologia digital: uma relação em construção. 2016. 1 recurso online (356 p.). Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação, Campinas, SP. Disponível em: <http://www.repositorio.unicamp.br/handle/REPOSIP/321598>. Acesso em: 31 ago. 2018. ; http://repositorio.unicamp.br/jspui/handle/REPOSIP/321598.
Council of Science Editors:
Silva Salcido, Alejandra 1. Linguagem escrita, habilidades metacognitivas e tecnologia digital : uma relação em construção. [Masters Thesis]. Universidade Estadual de Campinas; 2016. Available from: SILVA SALCIDO, Alejandra. Linguagem escrita, habilidades metacognitivas e tecnologia digital: uma relação em construção. 2016. 1 recurso online (356 p.). Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação, Campinas, SP. Disponível em: <http://www.repositorio.unicamp.br/handle/REPOSIP/321598>. Acesso em: 31 ago. 2018. ; http://repositorio.unicamp.br/jspui/handle/REPOSIP/321598
University of South Africa
14.
Daya, Raseela.
Digital literacy : an investigation into perceived competencies of open distance learning students in the Eastern Cape Province in South Africa
.
Degree: 2020, University of South Africa
URL: http://hdl.handle.net/10500/26914
► The aim of this study was to investigate and describe the perceived digital literacy competencies of Unisa Open Distance Learning students in the Eastern Cape…
(more)
▼ The aim of this study was to investigate and describe the perceived
digital literacy competencies of Unisa Open Distance Learning students in the Eastern Cape province of South Africa. The association between the socio-demographic variables of the students and their perceived
digital literacy competencies was statistically tested. The study examined whether there is a statistically significant relationship between the independent variables: attitudes towards
digital technology for academic purposes, usage of the Learner Management System and attendance at regional
digital literacy workshops, and the dependent variable, perceived
digital literacy competencies. A quantitative, non-experimental, cross-sectional survey design was adopted using a census sampling method.
The study concluded that the majority of students have high self-perceived
digital literacy competencies. Statistically significant positive relationships were found between attitude towards
digital technology for educational purposes, usage of the Learner Management System and attendance at regional
digital literacy workshops and perceived
digital literacy competencies.
Advisors/Committee Members: Roberts, Jennifer (Researcher, Distance education) (advisor).
Subjects/Keywords: Attitude towards digital technology;
Digital literacy;
Digital competence;
Digital literacy workshops;
Eastern Cape;
Learner Management Systems;
Open Distance Learning and Unisa
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APA (6th Edition):
Daya, R. (2020). Digital literacy : an investigation into perceived competencies of open distance learning students in the Eastern Cape Province in South Africa
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/26914
Chicago Manual of Style (16th Edition):
Daya, Raseela. “Digital literacy : an investigation into perceived competencies of open distance learning students in the Eastern Cape Province in South Africa
.” 2020. Masters Thesis, University of South Africa. Accessed April 20, 2021.
http://hdl.handle.net/10500/26914.
MLA Handbook (7th Edition):
Daya, Raseela. “Digital literacy : an investigation into perceived competencies of open distance learning students in the Eastern Cape Province in South Africa
.” 2020. Web. 20 Apr 2021.
Vancouver:
Daya R. Digital literacy : an investigation into perceived competencies of open distance learning students in the Eastern Cape Province in South Africa
. [Internet] [Masters thesis]. University of South Africa; 2020. [cited 2021 Apr 20].
Available from: http://hdl.handle.net/10500/26914.
Council of Science Editors:
Daya R. Digital literacy : an investigation into perceived competencies of open distance learning students in the Eastern Cape Province in South Africa
. [Masters Thesis]. University of South Africa; 2020. Available from: http://hdl.handle.net/10500/26914
Texas A&M University
15.
Yang, Xinyuan.
When Reading Goes Digital: Conceptual and Methodological Reviews on Technology and L2 Vocabulary Learning.
Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University
URL: http://hdl.handle.net/1969.1/174152
► Existing research syntheses on technology and second language acquisition have called for further systematic investigation of the theoretical frameworks and methodologies used in research of…
(more)
▼ Existing research syntheses on technology and second language acquisition have called for further systematic investigation of the theoretical frameworks and methodologies used in research of this field. Additionally, although vocabulary has been one of the most popular areas in technology-integrated second language acquisition research, a majority of the previous studies have examined college students or other adult populations. To fill these gaps, this dissertation systematically reviewed the theoretical and methodological trends in research on technology-integrated L2 vocabulary learning for PreK-12 learners of English. A total of 60 studies published between 2008 and 2018 were selected for analysis. The types of vocabulary knowledge, affordances of technology, and major theoretical frameworks were analyzed to uncover conceptual and theoretical trends; study context, participant demographics, research design, and outcome measures were analyzed for the methodological characteristics of the selected studies.
The theoretical review showed that the current research on technology-integrated L2 vocabulary learning for young learners was mostly guided by information/cognitive processing theories, social constructivism, and sociocognitive theories. However, a large body of the studies indicated a lack of direct reference to a theoretical framework, which demonstrated a need to strengthen the connections among theory, research, and practice in this field. The analysis of methodological characteristics has revealed several areas for further improvement, such as more complete reporting of the participant’s English proficiency level, consistent reporting of study duration and length of treatment, and more research in English as second language contexts.
Advisors/Committee Members: Eslami, Zohreh (advisor), Kuo, Li-Jen (advisor), Matthews, Sharon (committee member), Luo, Wen (committee member).
Subjects/Keywords: vocabulary learning; technology; digital literacy; systematic review
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APA (6th Edition):
Yang, X. (2018). When Reading Goes Digital: Conceptual and Methodological Reviews on Technology and L2 Vocabulary Learning. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174152
Chicago Manual of Style (16th Edition):
Yang, Xinyuan. “When Reading Goes Digital: Conceptual and Methodological Reviews on Technology and L2 Vocabulary Learning.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 20, 2021.
http://hdl.handle.net/1969.1/174152.
MLA Handbook (7th Edition):
Yang, Xinyuan. “When Reading Goes Digital: Conceptual and Methodological Reviews on Technology and L2 Vocabulary Learning.” 2018. Web. 20 Apr 2021.
Vancouver:
Yang X. When Reading Goes Digital: Conceptual and Methodological Reviews on Technology and L2 Vocabulary Learning. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Apr 20].
Available from: http://hdl.handle.net/1969.1/174152.
Council of Science Editors:
Yang X. When Reading Goes Digital: Conceptual and Methodological Reviews on Technology and L2 Vocabulary Learning. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174152
Colorado State University
16.
Wilson, Emily M.
From fountain pen to Facebook post: networking literacy as the intersection of digital and epistolary literacies.
Degree: MA, English, 2012, Colorado State University
URL: http://hdl.handle.net/10217/67323
► This thesis examines the connections between 18th century epistolary literacy and 21st century digital literacy. I argue for the use of the phrase "networking literacy"…
(more)
▼ This thesis examines the connections between 18th century epistolary
literacy and 21st century
digital literacy. I argue for the use of the phrase "networking
literacy" as a term that captures the essential overlapping elements of the two other terms. A networking
literacy is a
literacy developed in a dialogic environment between two or more people who are too distant in proximity to communicate verbally, is strongly informed by audience, is typically discursive, and focuses on topics that are usually personal or addressed from a personal angle. Networking literacies transcend geographical location, historical moment, and especially technology. While the tools of technology change, the need writers have to engage in networking
literacy and the impact it can potentially have upon their motivation to write and comfort with writing, remains the same regardless of whether they hold a pen or a smart phone in their hands. The tools of networking
literacy will undoubtedly evolve within the next several decades into forms that may well be unrecognizable to us. However, whether it's via Royal Post, Tweet, or status update, networking literacies will find a way into our new technologies. Although networking
literacy will certainly shape and be shaped by technology, an essential set of principles about the writer and writing process will remain the same regardless of the writing tools used. I argue that the emergence of epistolary
literacy in 18th century England and its effect on both the individual and society bears striking similarity to the emergence of
digital literacy in 21st century America, and that the points at which they intersect form the definition of networking
literacy. Networking literacies help construct the identities of the users and share certain attributes regardless of technology, including being discursive, personal, narrative, and dialogic. Regardless of the technological tools writers use, the characteristics of networking
literacy, including its dialogism, discursiveness, and the narrative template it provides for writers to lay over the events of their lives, remain the same in any era.
Advisors/Committee Members: Souder, Donna (advisor), Eskew, Doug (committee member), Gage, Scott (committee member).
Subjects/Keywords: identity; digital; epistolary; literacy; networking; social
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APA (6th Edition):
Wilson, E. M. (2012). From fountain pen to Facebook post: networking literacy as the intersection of digital and epistolary literacies. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/67323
Chicago Manual of Style (16th Edition):
Wilson, Emily M. “From fountain pen to Facebook post: networking literacy as the intersection of digital and epistolary literacies.” 2012. Masters Thesis, Colorado State University. Accessed April 20, 2021.
http://hdl.handle.net/10217/67323.
MLA Handbook (7th Edition):
Wilson, Emily M. “From fountain pen to Facebook post: networking literacy as the intersection of digital and epistolary literacies.” 2012. Web. 20 Apr 2021.
Vancouver:
Wilson EM. From fountain pen to Facebook post: networking literacy as the intersection of digital and epistolary literacies. [Internet] [Masters thesis]. Colorado State University; 2012. [cited 2021 Apr 20].
Available from: http://hdl.handle.net/10217/67323.
Council of Science Editors:
Wilson EM. From fountain pen to Facebook post: networking literacy as the intersection of digital and epistolary literacies. [Masters Thesis]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67323
University of Missouri – Columbia
17.
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 April 20, 2021.
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. 20 Apr 2021.
Vancouver:
Chang C. Poetry, media, and second language acquisition. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2021 Apr 20].
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
University of New Mexico
18.
Olufemi, Daniel, Dr.
DIGITAL TECHNOLOGY, LITERACIES, AND IDENTITY: EXPERIENCES OF HISTORICALLY MARGINALIZED ADOLESCENTS.
Degree: Language, Literacy, and Sociocultural Studies, 2017, University of New Mexico
URL: https://digitalrepository.unm.edu/educ_llss_etds/83
► New media and digital technologies shape the literacy practices and identity development of adolescents (Ellison, 2014, Barton & Hamilton, 2000; Perry, 2012; Lotherington &…
(more)
▼ New media and
digital technologies shape the
literacy practices and identity development of adolescents (Ellison, 2014, Barton & Hamilton, 2000; Perry, 2012; Lotherington & Jenson, 2011). Research into this phenomenon has largely focused on the general adolescent population. However, this narrative inquiry focuses on the experiences of four adolescents of color in New York City who live in poverty. Participants in this study visit a neighborhood library to access computers and the Internet. The researcher conducted semi-structure interviews in the library to evoke narratives about participants’ use of
digital media and observed participants as they used the library computers. Analysis of data revealed several patterns in their stories. None of the participants had daily, personal access to technology outside of school. Their schools provide little time on computers and minimal access to the Internet. One student did have extended computer time for English language learning, and another had a used cell phone with no data plan. All participants exerted enormous effort to gain limited access to computer time after school on weekdays only. At the library computers, they completed school work, played games, used social media, learned English, and conducted research. These literate practices enabled playful learning by doing and the trying on and crafting of identities in these virtual spaces. Students developed hope for future careers – as a photographer, an animator, a medical doctor, and a film maker.
Advisors/Committee Members: Dr. Lucretia Penny Pence, Dr. Karla Kingsley, Dr. Carlos-Lopez Levia, Dr. Ashley Dallacqua.
Subjects/Keywords: Digital literacy; Instructional technology; Adolescent digital literacy; New literacies; Historically underserved adolecents and digital learning; Intersection between Literacy and digital tools; Language and Literacy Education
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APA (6th Edition):
Olufemi, Daniel, D. (2017). DIGITAL TECHNOLOGY, LITERACIES, AND IDENTITY: EXPERIENCES OF HISTORICALLY MARGINALIZED ADOLESCENTS. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_llss_etds/83
Chicago Manual of Style (16th Edition):
Olufemi, Daniel, Dr. “DIGITAL TECHNOLOGY, LITERACIES, AND IDENTITY: EXPERIENCES OF HISTORICALLY MARGINALIZED ADOLESCENTS.” 2017. Doctoral Dissertation, University of New Mexico. Accessed April 20, 2021.
https://digitalrepository.unm.edu/educ_llss_etds/83.
MLA Handbook (7th Edition):
Olufemi, Daniel, Dr. “DIGITAL TECHNOLOGY, LITERACIES, AND IDENTITY: EXPERIENCES OF HISTORICALLY MARGINALIZED ADOLESCENTS.” 2017. Web. 20 Apr 2021.
Vancouver:
Olufemi, Daniel D. DIGITAL TECHNOLOGY, LITERACIES, AND IDENTITY: EXPERIENCES OF HISTORICALLY MARGINALIZED ADOLESCENTS. [Internet] [Doctoral dissertation]. University of New Mexico; 2017. [cited 2021 Apr 20].
Available from: https://digitalrepository.unm.edu/educ_llss_etds/83.
Council of Science Editors:
Olufemi, Daniel D. DIGITAL TECHNOLOGY, LITERACIES, AND IDENTITY: EXPERIENCES OF HISTORICALLY MARGINALIZED ADOLESCENTS. [Doctoral Dissertation]. University of New Mexico; 2017. Available from: https://digitalrepository.unm.edu/educ_llss_etds/83
19.
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 April 20, 2021.
http://digitalcommons.nl.edu/diss/162.
MLA Handbook (7th Edition):
McNally, Jana Wilkening. “Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds.” 2016. Web. 20 Apr 2021.
Vancouver:
McNally JW. Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2021 Apr 20].
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
University of Maryland
20.
Dodge, Steven.
Hello Internet! - An Online Starting Point For Adult Digital Literacy Learners.
Degree: Master in Information Management, 2014, University of Maryland
URL: http://hdl.handle.net/1903/16106
► While physical access to information technology is critical to actively engaging and participating in an increasingly digital society, having physical access alone is not enough…
(more)
▼ While physical access to information technology is critical to actively engaging and participating in an increasingly
digital society, having physical access alone is not enough as people need the skills necessary to use the technology to reap its benefits. Teaching adults how to use technology is a challenge that public libraries in the United States are currently confronting through various methods. This paper explores how American public libraries can use an online starting point to help adult patrons learn and practice basic Internet skills. In the case study presented in this report, an online starting point called Hello Internet! was created and tested over the course of three stages at the District of Columbia Public Library.
Advisors/Committee Members: Jaeger, Paul T (advisor).
Subjects/Keywords: Library science; Information science; Information technology; digital literacy; digital literacy education; online starting point
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APA (6th Edition):
Dodge, S. (2014). Hello Internet! - An Online Starting Point For Adult Digital Literacy Learners. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/16106
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):
Dodge, Steven. “Hello Internet! - An Online Starting Point For Adult Digital Literacy Learners.” 2014. Thesis, University of Maryland. Accessed April 20, 2021.
http://hdl.handle.net/1903/16106.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dodge, Steven. “Hello Internet! - An Online Starting Point For Adult Digital Literacy Learners.” 2014. Web. 20 Apr 2021.
Vancouver:
Dodge S. Hello Internet! - An Online Starting Point For Adult Digital Literacy Learners. [Internet] [Thesis]. University of Maryland; 2014. [cited 2021 Apr 20].
Available from: http://hdl.handle.net/1903/16106.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dodge S. Hello Internet! - An Online Starting Point For Adult Digital Literacy Learners. [Thesis]. University of Maryland; 2014. Available from: http://hdl.handle.net/1903/16106
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
21.
ROCHA, NAYRA NERI CARNEIRO.
Letramento digital crítico no ensino fundamental - anos iniciais: realidade e desafios.
Degree: 2020, :Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias; Brasil; UEG; Programa de Pós-Graduação Interdisciplinar em Educação, Linguagem e Tecnologias (PPG-IELT)
URL: http://www.bdtd.ueg.br/handle/tede/408
► Este trabalho consiste em relato de pesquisa qualitativa de abordagem descritivo-interpretativista que investigou a inserção do letramento digital em contextos das práticas de linguagens em…
(more)
▼ Este trabalho consiste em relato de pesquisa qualitativa de abordagem descritivo-interpretativista que investigou a inserção do letramento digital em contextos das práticas de linguagens em uma escola da rede pública municipal de ensino localizada na cidade de Anápolis, estado de Goiás, Brasil. A pesquisa aqui referida buscou identificar a realidade e os desafios apresentados pelo letramento digital numa perspectiva crítica. A utilização em ascensão das tecnologias digitais de informação e comunicação (TDICs) tem provocado profundas mudanças nas relações sociais, as quais se refletem nos modelos de educação vigentes, por meio de uma avalanche de informações e conhecimentos que provocam e ao mesmo tempo são resultados de diferentes formas de ensinar e aprender. Nesse sentido, o desafio da escola é enorme, uma vez que esta instituição social lida diretamente com saberes diversos intermediados por profissionais e aprendizes em constante interação com
as tecnologias digitais que surgem com a internet. A investigação aqui relatada envolveu 33 alunos de uma turma de 5º ano Ensino Fundamental – Anos Iniciais, no turno vespertino e seguiu o paradigma qualitativo de pesquisa (LUDKE; ANDRÉ, 1986). São utilizados os conceitos de letramentos (STREET, 1980; SOARES, 2002), Multiletramentos (ROJO, 2012; COPE; KALANTZIS, 2000), letramentos críticos (CASSANY; CASTELLA, 2010; PENNYCOOK, 2001; DUBOC, 2017; JORDÃO, 2013), letramento digital (XAVIER, 2006; FREITAS, 2010), entre outros. Os dados foram coletados no período de fevereiro a abril de 2019, em sala de aula e no laboratório de informática da escola, por meio de observações, notas de campo, questionários semiestruturados aos alunos e à professora, gravações de áudio e uma sequência de atividades didático-pedagógicas. Os resultados apontam (1) a necessidade de reforçar, junto aos envolvidos diretamente no contexto educacional, o potencial das ferramentas digitais como instrumento de
formação de sujeitos críticos e conscientes de seu papel social e político na sociedade, princípio fundamental do letramento digital crítico; (2) práticas letradas digitais ainda iniciantes e pontuais, não atingindo um funcionamento pleno e articulado com a formação dos estudantes; (3) pouca abertura para práticas sociodiscursivas; (4) além de pouco estímulo e incentivo para o trabalho colaborativo utilizando das tecnologias digitais.
This work consists of a qualitative research with a descriptive-interpretative approach, which investigated the insertion of digital literacy in contexts of language practices in a school in the municipal public education system, located in the city of Anápolis, state from Goiás, Brazil. The research referred to here seeks to identify the reality and challenges presented by digital literacy in a critical perspective. The increasing use of information and communication technologies (ICTs) has provoked profound changes in social relations, which are
reflected in the current education models, through an amount of information and knowledge which…
Advisors/Committee Members: Pereira, Ariovaldo Lopes, http://lattes.cnpq.br/0247640177440705, Sabota, Barbra, Conti, Carla, Pereira, Ariovaldo Lopes.
Subjects/Keywords: Letramento Digital; Multiletramentos; Letramento Crítico; Critical Literacy; Digital Literacy; Multiliteracies; CIENCIAS HUMANAS::EDUCACAO
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APA (6th Edition):
ROCHA, N. N. C. (2020). Letramento digital crítico no ensino fundamental - anos iniciais: realidade e desafios. (Masters Thesis). :Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias; Brasil; UEG; Programa de Pós-Graduação Interdisciplinar em Educação, Linguagem e Tecnologias (PPG-IELT). Retrieved from http://www.bdtd.ueg.br/handle/tede/408
Chicago Manual of Style (16th Edition):
ROCHA, NAYRA NERI CARNEIRO. “Letramento digital crítico no ensino fundamental - anos iniciais: realidade e desafios.” 2020. Masters Thesis, :Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias; Brasil; UEG; Programa de Pós-Graduação Interdisciplinar em Educação, Linguagem e Tecnologias (PPG-IELT). Accessed April 20, 2021.
http://www.bdtd.ueg.br/handle/tede/408.
MLA Handbook (7th Edition):
ROCHA, NAYRA NERI CARNEIRO. “Letramento digital crítico no ensino fundamental - anos iniciais: realidade e desafios.” 2020. Web. 20 Apr 2021.
Vancouver:
ROCHA NNC. Letramento digital crítico no ensino fundamental - anos iniciais: realidade e desafios. [Internet] [Masters thesis]. :Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias; Brasil; UEG; Programa de Pós-Graduação Interdisciplinar em Educação, Linguagem e Tecnologias (PPG-IELT); 2020. [cited 2021 Apr 20].
Available from: http://www.bdtd.ueg.br/handle/tede/408.
Council of Science Editors:
ROCHA NNC. Letramento digital crítico no ensino fundamental - anos iniciais: realidade e desafios. [Masters Thesis]. :Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias; Brasil; UEG; Programa de Pós-Graduação Interdisciplinar em Educação, Linguagem e Tecnologias (PPG-IELT); 2020. Available from: http://www.bdtd.ueg.br/handle/tede/408
Deakin University
22.
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 April 20, 2021.
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. 20 Apr 2021.
Vancouver:
Hamilton A. The importance of digital literacy in the knowledge era. [Internet] [Thesis]. Deakin University; 2015. [cited 2021 Apr 20].
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
Kristianstad University
23.
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 April 20, 2021.
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. 20 Apr 2021.
Vancouver:
Lindström J. Medie- och informationskunskap inom bildämnet. [Internet] [Thesis]. Kristianstad University; 2015. [cited 2021 Apr 20].
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
University of Iowa
24.
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 April 20, 2021.
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. 20 Apr 2021.
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 2021 Apr 20].
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
University of Cincinnati
25.
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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Manager
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 April 20, 2021.
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. 20 Apr 2021.
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 2021 Apr 20].
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
NSYSU
26.
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 ·
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MLA ·
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Manager
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 April 20, 2021.
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. 20 Apr 2021.
Vancouver:
Yu T. An Investigation of College Students' Reading Motivation and Internet Literacy. [Internet] [Thesis]. NSYSU; 2012. [cited 2021 Apr 20].
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
Texas A&M University
27.
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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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/1969.1/173862
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 April 20, 2021.
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. 20 Apr 2021.
Vancouver:
Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Apr 20].
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
University of the Western Cape
28.
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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Manager
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 April 20, 2021.
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. 20 Apr 2021.
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 2021 Apr 20].
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
29.
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 April 20, 2021.
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. 20 Apr 2021.
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 2021 Apr 20].
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
Univerzitet u Beogradu
30.
Senić Ružić, Mirjana M., 1980-, 33794919.
Razvijanje digitalne pismenosti u osnovnoj
školi.
Degree: Filozofski fakultet, 2020, Univerzitet u Beogradu
URL: https://fedorabg.bg.ac.rs/fedora/get/o:21643/bdef:Content/get
► Pedagogija - Opšta pedagogija / Pedagogy - General Pedagogy
Osnovna karakteristika novog društveno-kulturnog konteksta jeste to što su digitalne tehnologije postale sastavni deo svih aspekata…
(more)
▼ Pedagogija - Opšta pedagogija / Pedagogy - General
Pedagogy
Osnovna karakteristika novog društveno-kulturnog
konteksta jeste to što su digitalne tehnologije postale sastavni
deo svih aspekata savremenog života – učenja, komunikacije,
obavljanja poslova i slobodnog vremena. U takvim okolnostima
ukazuje se na nužnost da se digitalne tehnologije pravilno
upotrebljavaju, odnosno da se razvijaju kompetencije koje
odgovaraju zahtevima digitalnih, umreženih i na znanjima zasnovanih
društava; čime digitalna pismenost dobija status „životne veštine“,
koja uz čitalačku i matematičku pismenost, postaje „uslov, ali i
pravo“ za sve građane (OECD, 2001). Pomenute okolnosti, u kontekstu
obrazovanja, otvaraju niz pitanja i dilema za obrazovnu politiku i
nauku, istraživače i praktičare, i vode do novih uvida, saznanja,
redefinisanja postojećih i kreiranja novih koncepata i fenomena. U
skladu sa tim, u ovom radu, razmatrano je koje su to nove veštine i
kompetencije neophodne za potpunu participaciju u digitalnom
društvu; šta je uslovilo i na koji način su redefinisane koncepcije
pismenosti; i gde i na koji način treba razvijati nove veštine i
kompetencije, odnosno digitalnu pismenost. Iz odgovora na pomenuta
pitanja proistekli su predmet i cilj ovog istraživanja, kojim se
teži ka sagledavanju uloge škole i nastavnika u procesu razvijanja
digitalne pismenosti kod učenika, odnosno ispitivanju
karakteristika prakse razvijanja digitalne pismenosti u kontekstu
postojećih školskih uslova, kao i mogućnosti njenog unapređenja.
Istraživanjem je obuhvaćeno 12 osnovnih škola iz gradskih i
prigradskih opština na teritoriji Beograda, a uzorak čini 157
nastavnika predmetne nastave i 396 učenika osmog razreda. Korišćena
je deskriptivno-analitička metoda sa kombinacijom kvantitativnih i
kvalitativnih tehnika: anketiranje, skaliranje i fokus grupno
intervjuisanje. Rezultati su pokazali da učenici i nastavnici na
različite načine razumeju koncept digitalne pismenosti i da se na
osnovu dobijenih podataka ne može izvesti zaključak da je među
glavnim akterima obrazovnog procesa prisutan digitalni jaz.
Prepoznat je značaj formalnog obrazovanja za razvijanje digitalne
pismenosti koja se shvata kao međupredmetna kompetencija. Rezultati
su pokazali da praksa razvijanja digitalne pismenosti kao
međupredmetne kompetencije u osnovnoj školi nije u dovoljnoj meri
uspostavljena, iako postoji praksa korišćenja digitalnih
tehnologija u procesima nastave i za potrebe učenja. Utvrđeno je da
se praksa razvijanja digitalne pismenosti može predvideti na osnovu
nastavničkih veština za upotrebu digitalnih tehnologija u nastavi,
broja pohađanih obuka iz domena digitalnih tehnologija, kao i na
osnovu školske klime, odnosno kako se procenjuje podrška škole i
nastavnika za upotrebu digitalnih tehnologija u
nastavi
Advisors/Committee Members: Antonijević, Radovan, 1964-, 13685607.
Subjects/Keywords: literacy; new literacies; digital literacy; developing
digital literacy; digital literacy as a cross-curricular competence
in primary school; digital technologies in education;
characteristics of the practice of developing digital literacy;
predictors of the practice of developing digital
literacy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Senić Ružić, Mirjana M., 1980-, 3. (2020). Razvijanje digitalne pismenosti u osnovnoj
školi. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:21643/bdef:Content/get
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):
Senić Ružić, Mirjana M., 1980-, 33794919. “Razvijanje digitalne pismenosti u osnovnoj
školi.” 2020. Thesis, Univerzitet u Beogradu. Accessed April 20, 2021.
https://fedorabg.bg.ac.rs/fedora/get/o:21643/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Senić Ružić, Mirjana M., 1980-, 33794919. “Razvijanje digitalne pismenosti u osnovnoj
školi.” 2020. Web. 20 Apr 2021.
Vancouver:
Senić Ružić, Mirjana M., 1980- 3. Razvijanje digitalne pismenosti u osnovnoj
školi. [Internet] [Thesis]. Univerzitet u Beogradu; 2020. [cited 2021 Apr 20].
Available from: https://fedorabg.bg.ac.rs/fedora/get/o:21643/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Senić Ružić, Mirjana M., 1980- 3. Razvijanje digitalne pismenosti u osnovnoj
školi. [Thesis]. Univerzitet u Beogradu; 2020. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:21643/bdef:Content/get
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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Open Access Theses and Dissertations
