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You searched for subject:(multiliteracies). Showing records 1 – 30 of 160 total matches.

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University of Toronto

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

Degree: 2011, University of Toronto

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Main, Kristin Lee. “Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.” 2011. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/27590.

MLA Handbook (7th Edition):

Main, Kristin Lee. “Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.” 2011. Web. 27 Sep 2020.

Vancouver:

Main KL. Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/27590.

Council of Science Editors:

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


SUNY College at Brockport

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

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

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

Subjects/Keywords: Multiliteracies; Multimodality; UDL; Education

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Greco, Daniel C. “Multiliteracies: Bringing Multimodality into Schools.” 2015. Thesis, SUNY College at Brockport. Accessed September 27, 2020. https://digitalcommons.brockport.edu/ehd_theses/630.

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

MLA Handbook (7th Edition):

Greco, Daniel C. “Multiliteracies: Bringing Multimodality into Schools.” 2015. Web. 27 Sep 2020.

Vancouver:

Greco DC. Multiliteracies: Bringing Multimodality into Schools. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2020 Sep 27]. Available from: https://digitalcommons.brockport.edu/ehd_theses/630.

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

Council of Science Editors:

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

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


University of Western Ontario

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

Degree: 2016, University of Western Ontario

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Meng, Xing, Ms. “A Pedagogy of Multiliteracies into Practice: A Case Study in One Grade One Literacy Classroom.” 2016. Thesis, University of Western Ontario. Accessed September 27, 2020. https://ir.lib.uwo.ca/etd/3846.

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

MLA Handbook (7th Edition):

Meng, Xing, Ms. “A Pedagogy of Multiliteracies into Practice: A Case Study in One Grade One Literacy Classroom.” 2016. Web. 27 Sep 2020.

Vancouver:

Meng, Xing M. A Pedagogy of Multiliteracies into Practice: A Case Study in One Grade One Literacy Classroom. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2020 Sep 27]. Available from: https://ir.lib.uwo.ca/etd/3846.

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

Council of Science Editors:

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

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


Penn State University

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

Degree: 2016, Penn State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Kingkaysone, Judy Souchita. “Reading Art: Multiliteracies and History Education.” 2016. Thesis, Penn State University. Accessed September 27, 2020. https://submit-etda.libraries.psu.edu/catalog/27789.

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

MLA Handbook (7th Edition):

Kingkaysone, Judy Souchita. “Reading Art: Multiliteracies and History Education.” 2016. Web. 27 Sep 2020.

Vancouver:

Kingkaysone JS. Reading Art: Multiliteracies and History Education. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Sep 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/27789.

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

Council of Science Editors:

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

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


University of Texas – Austin

5. -2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

-2694-833X. “Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed September 27, 2020. http://hdl.handle.net/2152/62994.

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

MLA Handbook (7th Edition):

-2694-833X. “Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.” 2017. Web. 27 Sep 2020.

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

Vancouver:

-2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/2152/62994.

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

Council of Science Editors:

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

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


University of Toronto

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

Degree: 2017, University of Toronto

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Sidani, Said. “Examining the use of Digital Technology by Four Literacy Teacher Educators.” 2017. Masters Thesis, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/77898.

MLA Handbook (7th Edition):

Sidani, Said. “Examining the use of Digital Technology by Four Literacy Teacher Educators.” 2017. Web. 27 Sep 2020.

Vancouver:

Sidani S. Examining the use of Digital Technology by Four Literacy Teacher Educators. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/77898.

Council of Science Editors:

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


University of Western Ontario

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

Degree: 2017, University of Western Ontario

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Xing, Xiaotong. “A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada.” 2017. Thesis, University of Western Ontario. Accessed September 27, 2020. https://ir.lib.uwo.ca/etd/4778.

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

MLA Handbook (7th Edition):

Xing, Xiaotong. “A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada.” 2017. Web. 27 Sep 2020.

Vancouver:

Xing X. A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2020 Sep 27]. Available from: https://ir.lib.uwo.ca/etd/4778.

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

Council of Science Editors:

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

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


University of Toronto

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

Degree: PhD, 2014, University of Toronto

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

MacKay, Tiffany Grace. “Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/68868.

MLA Handbook (7th Edition):

MacKay, Tiffany Grace. “Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms.” 2014. Web. 27 Sep 2020.

Vancouver:

MacKay TG. Multiliteracies Theory Into Practice: An Inquiry Into Junior Level Literacy Classrooms. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/68868.

Council of Science Editors:

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


The Ohio State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Vaterlaus, Sydnee. “Supporting an Equitable Literacy Program: A Review of the Potential of Multiliteracies.” 2019. Masters Thesis, The Ohio State University. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574178954245032.

MLA Handbook (7th Edition):

Vaterlaus, Sydnee. “Supporting an Equitable Literacy Program: A Review of the Potential of Multiliteracies.” 2019. Web. 27 Sep 2020.

Vancouver:

Vaterlaus S. Supporting an Equitable Literacy Program: A Review of the Potential of Multiliteracies. [Internet] [Masters thesis]. The Ohio State University; 2019. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1574178954245032.

Council of Science Editors:

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


University of Arizona

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

Degree: 2019, University of Arizona

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hashemi, Tara Parissa. “Implementing a Literacy-Oriented Curriculum in the Basic Foreign Language Sequence: Insights from Stakeholders on Program Development, Instructional Materials, and Graduate Student Professional Learning .” 2019. Doctoral Dissertation, University of Arizona. Accessed September 27, 2020. http://hdl.handle.net/10150/634226.

MLA Handbook (7th Edition):

Hashemi, Tara Parissa. “Implementing a Literacy-Oriented Curriculum in the Basic Foreign Language Sequence: Insights from Stakeholders on Program Development, Instructional Materials, and Graduate Student Professional Learning .” 2019. Web. 27 Sep 2020.

Vancouver:

Hashemi TP. Implementing a Literacy-Oriented Curriculum in the Basic Foreign Language Sequence: Insights from Stakeholders on Program Development, Instructional Materials, and Graduate Student Professional Learning . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10150/634226.

Council of Science Editors:

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


Clemson University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Howell, Emily. “CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT.” 2015. Doctoral Dissertation, Clemson University. Accessed September 27, 2020. https://tigerprints.clemson.edu/all_dissertations/1582.

MLA Handbook (7th Edition):

Howell, Emily. “CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT.” 2015. Web. 27 Sep 2020.

Vancouver:

Howell E. CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT. [Internet] [Doctoral dissertation]. Clemson University; 2015. [cited 2020 Sep 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/1582.

Council of Science Editors:

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


California State University – Sacramento

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

McEfee, Bethany. “7th grade literature analysis curriculum unit: identifying theme through multiple intelligences.” 2015. Masters Thesis, California State University – Sacramento. Accessed September 27, 2020. http://hdl.handle.net/10211.3/158498.

MLA Handbook (7th Edition):

McEfee, Bethany. “7th grade literature analysis curriculum unit: identifying theme through multiple intelligences.” 2015. Web. 27 Sep 2020.

Vancouver:

McEfee B. 7th grade literature analysis curriculum unit: identifying theme through multiple intelligences. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10211.3/158498.

Council of Science Editors:

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


Kent State University

13. Hawkins, Jill Suzanne. SOUNDS WRITE: EMBRACING MULTIMODAL TEXTS AS LITERATE COMPOSITION.

Degree: PhD, College of Arts and Sciences / Department of English, 2011, Kent State University

 Multimodal communication theorists and writing scholars have begun urging writing researchers to give increased attention to modes other than the visual. Bezemer and Kress (2008)… (more)

Subjects/Keywords: Rhetoric; multimodality; multimodal communication theory; literacy; multiliteracies; sound; audio assignments

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APA (6th Edition):

Hawkins, J. S. (2011). SOUNDS WRITE: EMBRACING MULTIMODAL TEXTS AS LITERATE COMPOSITION. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1317006310

Chicago Manual of Style (16th Edition):

Hawkins, Jill Suzanne. “SOUNDS WRITE: EMBRACING MULTIMODAL TEXTS AS LITERATE COMPOSITION.” 2011. Doctoral Dissertation, Kent State University. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1317006310.

MLA Handbook (7th Edition):

Hawkins, Jill Suzanne. “SOUNDS WRITE: EMBRACING MULTIMODAL TEXTS AS LITERATE COMPOSITION.” 2011. Web. 27 Sep 2020.

Vancouver:

Hawkins JS. SOUNDS WRITE: EMBRACING MULTIMODAL TEXTS AS LITERATE COMPOSITION. [Internet] [Doctoral dissertation]. Kent State University; 2011. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1317006310.

Council of Science Editors:

Hawkins JS. SOUNDS WRITE: EMBRACING MULTIMODAL TEXTS AS LITERATE COMPOSITION. [Doctoral Dissertation]. Kent State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1317006310


Miami University

14. Moore, Kristen Renee. (Re)Mapping Spaces Through Multimodality: a Study of Graduate Students Refiguring Multiple Roles and Literacies.

Degree: MA, English, 2007, Miami University

 This thesis is a discussion of the author’s qualitative descriptive research project, wherein the author interviewed nine graduate students in a mid-sized Midwestern university to… (more)

Subjects/Keywords: Multimodality; Multiliteracies; Graduate Students; Graduate Programs; Institutional Critique

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APA (6th Edition):

Moore, K. R. (2007). (Re)Mapping Spaces Through Multimodality: a Study of Graduate Students Refiguring Multiple Roles and Literacies. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1185472427

Chicago Manual of Style (16th Edition):

Moore, Kristen Renee. “(Re)Mapping Spaces Through Multimodality: a Study of Graduate Students Refiguring Multiple Roles and Literacies.” 2007. Masters Thesis, Miami University. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1185472427.

MLA Handbook (7th Edition):

Moore, Kristen Renee. “(Re)Mapping Spaces Through Multimodality: a Study of Graduate Students Refiguring Multiple Roles and Literacies.” 2007. Web. 27 Sep 2020.

Vancouver:

Moore KR. (Re)Mapping Spaces Through Multimodality: a Study of Graduate Students Refiguring Multiple Roles and Literacies. [Internet] [Masters thesis]. Miami University; 2007. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1185472427.

Council of Science Editors:

Moore KR. (Re)Mapping Spaces Through Multimodality: a Study of Graduate Students Refiguring Multiple Roles and Literacies. [Masters Thesis]. Miami University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1185472427


Kent State University

15. Powers, Jennifer Ann. “DESIGNING” IN THE 21ST CENTURY ENGLISH LANGUAGE ARTS CLASSROOM: PROCESSES AND INFLUENCES IN CREATING MULTIMODAL VIDEO NARRATIVES.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2007, Kent State University

 This grounded theory study, set in the context of two English Language Arts classrooms, sought to explore the processes and influences involved in the reading… (more)

Subjects/Keywords: multiliteracies; multi-modal literacies; Language Arts Education; Secondary Education; Video Composition

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

APA (6th Edition):

Powers, J. A. (2007). “DESIGNING” IN THE 21ST CENTURY ENGLISH LANGUAGE ARTS CLASSROOM: PROCESSES AND INFLUENCES IN CREATING MULTIMODAL VIDEO NARRATIVES. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1194639677

Chicago Manual of Style (16th Edition):

Powers, Jennifer Ann. ““DESIGNING” IN THE 21ST CENTURY ENGLISH LANGUAGE ARTS CLASSROOM: PROCESSES AND INFLUENCES IN CREATING MULTIMODAL VIDEO NARRATIVES.” 2007. Doctoral Dissertation, Kent State University. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1194639677.

MLA Handbook (7th Edition):

Powers, Jennifer Ann. ““DESIGNING” IN THE 21ST CENTURY ENGLISH LANGUAGE ARTS CLASSROOM: PROCESSES AND INFLUENCES IN CREATING MULTIMODAL VIDEO NARRATIVES.” 2007. Web. 27 Sep 2020.

Vancouver:

Powers JA. “DESIGNING” IN THE 21ST CENTURY ENGLISH LANGUAGE ARTS CLASSROOM: PROCESSES AND INFLUENCES IN CREATING MULTIMODAL VIDEO NARRATIVES. [Internet] [Doctoral dissertation]. Kent State University; 2007. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1194639677.

Council of Science Editors:

Powers JA. “DESIGNING” IN THE 21ST CENTURY ENGLISH LANGUAGE ARTS CLASSROOM: PROCESSES AND INFLUENCES IN CREATING MULTIMODAL VIDEO NARRATIVES. [Doctoral Dissertation]. Kent State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1194639677


Universidade do Rio Grande do Norte

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

Degree: 2013, Universidade do Rio Grande do Norte

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Griner, Ana Priscila. “A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos .” 2013. Masters Thesis, Universidade do Rio Grande do Norte. Accessed September 27, 2020. http://repositorio.ufrn.br/handle/123456789/16296.

MLA Handbook (7th Edition):

Griner, Ana Priscila. “A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos .” 2013. Web. 27 Sep 2020.

Vancouver:

Griner AP. A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2020 Sep 27]. Available from: http://repositorio.ufrn.br/handle/123456789/16296.

Council of Science Editors:

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


Universidade do Rio Grande do Norte

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

Degree: 2013, Universidade do Rio Grande do Norte

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Griner, Ana Priscila. “A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos .” 2013. Thesis, Universidade do Rio Grande do Norte. Accessed September 27, 2020. http://repositorio.ufrn.br/handle/123456789/16296.

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

MLA Handbook (7th Edition):

Griner, Ana Priscila. “A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos .” 2013. Web. 27 Sep 2020.

Vancouver:

Griner AP. A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2020 Sep 27]. Available from: http://repositorio.ufrn.br/handle/123456789/16296.

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

Council of Science Editors:

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

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


University of Saskatchewan

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

Degree: 2016, University of Saskatchewan

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Allen, Scott. “Superhumans: How teachers use graphic novels to encourage student engagement in learning.” 2016. Thesis, University of Saskatchewan. Accessed September 27, 2020. http://hdl.handle.net/10388/ETD-2016-04-2503.

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

MLA Handbook (7th Edition):

Allen, Scott. “Superhumans: How teachers use graphic novels to encourage student engagement in learning.” 2016. Web. 27 Sep 2020.

Vancouver:

Allen S. Superhumans: How teachers use graphic novels to encourage student engagement in learning. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10388/ETD-2016-04-2503.

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

Council of Science Editors:

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

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

19. Krishnan, Sudha Vaghul. Using Multiliteracies to Engage and Empower Students with Complex Support Needs.

Degree: Doctor of Education (EdD), Learning and Instruction, 2018, University of San Francisco

  Using Multiliteracies to Engage and Empower Students with Complex Support Needs This dissertation is comprised of two studies: • Creating New Learning Spaces Using… (more)

Subjects/Keywords: disability; identity; learning spaces; literacy; multiliteracies; Special Education and Teaching

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APA (6th Edition):

Krishnan, S. V. (2018). Using Multiliteracies to Engage and Empower Students with Complex Support Needs. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/445

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):

Krishnan, Sudha Vaghul. “Using Multiliteracies to Engage and Empower Students with Complex Support Needs.” 2018. Thesis, University of San Francisco. Accessed September 27, 2020. https://repository.usfca.edu/diss/445.

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

MLA Handbook (7th Edition):

Krishnan, Sudha Vaghul. “Using Multiliteracies to Engage and Empower Students with Complex Support Needs.” 2018. Web. 27 Sep 2020.

Vancouver:

Krishnan SV. Using Multiliteracies to Engage and Empower Students with Complex Support Needs. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2020 Sep 27]. Available from: https://repository.usfca.edu/diss/445.

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

Council of Science Editors:

Krishnan SV. Using Multiliteracies to Engage and Empower Students with Complex Support Needs. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/445

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


The Ohio State University

20. Su, Yi-Ching. Teachers and Students as Transmediators: A Case Study of How a Teacher Uses Multiple Semiotic Systems to Support Kindergarteners' Multiliteracies Performance.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

  Although several studies have shown that children use diverse ways to communicate, and many scholars have stated that early childhood education must include multiple… (more)

Subjects/Keywords: Education; Multiple semiotic systems; multiliteracies; early childhood education; literacy education

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APA (6th Edition):

Su, Y. (2009). Teachers and Students as Transmediators: A Case Study of How a Teacher Uses Multiple Semiotic Systems to Support Kindergarteners' Multiliteracies Performance. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1230756916

Chicago Manual of Style (16th Edition):

Su, Yi-Ching. “Teachers and Students as Transmediators: A Case Study of How a Teacher Uses Multiple Semiotic Systems to Support Kindergarteners' Multiliteracies Performance.” 2009. Doctoral Dissertation, The Ohio State University. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1230756916.

MLA Handbook (7th Edition):

Su, Yi-Ching. “Teachers and Students as Transmediators: A Case Study of How a Teacher Uses Multiple Semiotic Systems to Support Kindergarteners' Multiliteracies Performance.” 2009. Web. 27 Sep 2020.

Vancouver:

Su Y. Teachers and Students as Transmediators: A Case Study of How a Teacher Uses Multiple Semiotic Systems to Support Kindergarteners' Multiliteracies Performance. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1230756916.

Council of Science Editors:

Su Y. Teachers and Students as Transmediators: A Case Study of How a Teacher Uses Multiple Semiotic Systems to Support Kindergarteners' Multiliteracies Performance. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1230756916


Tampere University

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

Degree: 2020, Tampere University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Nam, Bora. “Pre-service teachers’ experiences of iPad integration in primary education .” 2020. Masters Thesis, Tampere University. Accessed September 27, 2020. https://trepo.tuni.fi/handle/10024/121032.

MLA Handbook (7th Edition):

Nam, Bora. “Pre-service teachers’ experiences of iPad integration in primary education .” 2020. Web. 27 Sep 2020.

Vancouver:

Nam B. Pre-service teachers’ experiences of iPad integration in primary education . [Internet] [Masters thesis]. Tampere University; 2020. [cited 2020 Sep 27]. Available from: https://trepo.tuni.fi/handle/10024/121032.

Council of Science Editors:

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


University of Arizona

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

Degree: 2020, University of Arizona

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Timlin, Chelsea Allison. “Talk about Texts: Interactional Literacies in Second Language Learning .” 2020. Doctoral Dissertation, University of Arizona. Accessed September 27, 2020. http://hdl.handle.net/10150/642150.

MLA Handbook (7th Edition):

Timlin, Chelsea Allison. “Talk about Texts: Interactional Literacies in Second Language Learning .” 2020. Web. 27 Sep 2020.

Vancouver:

Timlin CA. Talk about Texts: Interactional Literacies in Second Language Learning . [Internet] [Doctoral dissertation]. University of Arizona; 2020. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10150/642150.

Council of Science Editors:

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


University of Arizona

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

Degree: 2020, University of Arizona

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Gorham, Julia Anne. “Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde .” 2020. Masters Thesis, University of Arizona. Accessed September 27, 2020. http://hdl.handle.net/10150/642178.

MLA Handbook (7th Edition):

Gorham, Julia Anne. “Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde .” 2020. Web. 27 Sep 2020.

Vancouver:

Gorham JA. Un bilan de la Compétence Symbolique chez les Apprenants du Français Langue Seconde . [Internet] [Masters thesis]. University of Arizona; 2020. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10150/642178.

Council of Science Editors:

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


University of Debrecen

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

Degree: DE – Bölcsészettudományi Kar, University of Debrecen

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Szücs, Angelika. “A tinédzserek animék által inspirált "fanfiction-jei" .” Thesis, University of Debrecen. Accessed September 27, 2020. http://hdl.handle.net/2437/251447.

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

MLA Handbook (7th Edition):

Szücs, Angelika. “A tinédzserek animék által inspirált "fanfiction-jei" .” Web. 27 Sep 2020.

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

Vancouver:

Szücs A. A tinédzserek animék által inspirált "fanfiction-jei" . [Internet] [Thesis]. University of Debrecen; [cited 2020 Sep 27]. Available from: http://hdl.handle.net/2437/251447.

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

Council of Science Editors:

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

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


University of Colorado

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

Degree: PhD, Education, 2015, University of Colorado

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Beucher, Rebecca L. “Negotiating Black Masculinity And Audience Across High School Contexts: A Feminist PostStructural Analysis Of Three Non-Dominant Students’ Multiliteracy Composition Practices During Digital Storytelling.” 2015. Doctoral Dissertation, University of Colorado. Accessed September 27, 2020. https://scholar.colorado.edu/educ_gradetds/69.

MLA Handbook (7th Edition):

Beucher, Rebecca L. “Negotiating Black Masculinity And Audience Across High School Contexts: A Feminist PostStructural Analysis Of Three Non-Dominant Students’ Multiliteracy Composition Practices During Digital Storytelling.” 2015. Web. 27 Sep 2020.

Vancouver:

Beucher RL. Negotiating Black Masculinity And Audience Across High School Contexts: A Feminist PostStructural Analysis Of Three Non-Dominant Students’ Multiliteracy Composition Practices During Digital Storytelling. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Sep 27]. Available from: https://scholar.colorado.edu/educ_gradetds/69.

Council of Science Editors:

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


University of Sydney

26. Laycock, Dianne Patricia. Pilgrimage In A Foreign Land: The Lived Experience Of Teaching With Graphic Novels In The Secondary English Classroom .

Degree: 2017, University of Sydney

 In the context of a multimodal and multimediated textual landscape, a substantial body of research and literature endorses the value of graphic novels as a… (more)

Subjects/Keywords: graphic novels; comics; classroom pedagogy; hermeneutic phenomenology; multiliteracies; multimodal texts

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APA (6th Edition):

Laycock, D. P. (2017). Pilgrimage In A Foreign Land: The Lived Experience Of Teaching With Graphic Novels In The Secondary English Classroom . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/17250

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):

Laycock, Dianne Patricia. “Pilgrimage In A Foreign Land: The Lived Experience Of Teaching With Graphic Novels In The Secondary English Classroom .” 2017. Thesis, University of Sydney. Accessed September 27, 2020. http://hdl.handle.net/2123/17250.

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

MLA Handbook (7th Edition):

Laycock, Dianne Patricia. “Pilgrimage In A Foreign Land: The Lived Experience Of Teaching With Graphic Novels In The Secondary English Classroom .” 2017. Web. 27 Sep 2020.

Vancouver:

Laycock DP. Pilgrimage In A Foreign Land: The Lived Experience Of Teaching With Graphic Novels In The Secondary English Classroom . [Internet] [Thesis]. University of Sydney; 2017. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/2123/17250.

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

Council of Science Editors:

Laycock DP. Pilgrimage In A Foreign Land: The Lived Experience Of Teaching With Graphic Novels In The Secondary English Classroom . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/17250

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


University of Iowa

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Everett, Tammy Ewing. “Multiliteracies in early childhood education: the modes and media of communication by first grade students.” 2006. Doctoral Dissertation, University of Iowa. Accessed September 27, 2020. https://ir.uiowa.edu/etd/91.

MLA Handbook (7th Edition):

Everett, Tammy Ewing. “Multiliteracies in early childhood education: the modes and media of communication by first grade students.” 2006. Web. 27 Sep 2020.

Vancouver:

Everett TE. Multiliteracies in early childhood education: the modes and media of communication by first grade students. [Internet] [Doctoral dissertation]. University of Iowa; 2006. [cited 2020 Sep 27]. Available from: https://ir.uiowa.edu/etd/91.

Council of Science Editors:

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


University of Western Ontario

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

Degree: 2018, University of Western Ontario

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Johnston, Megan. “Literacy and Identity Investment in Secondary Drama Courses: Using narrative inquiry to investigate teacher perceptions of the affordances of secondary Drama courses in Ontario.” 2018. Thesis, University of Western Ontario. Accessed September 27, 2020. https://ir.lib.uwo.ca/etd/5481.

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

MLA Handbook (7th Edition):

Johnston, Megan. “Literacy and Identity Investment in Secondary Drama Courses: Using narrative inquiry to investigate teacher perceptions of the affordances of secondary Drama courses in Ontario.” 2018. Web. 27 Sep 2020.

Vancouver:

Johnston M. Literacy and Identity Investment in Secondary Drama Courses: Using narrative inquiry to investigate teacher perceptions of the affordances of secondary Drama courses in Ontario. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2020 Sep 27]. Available from: https://ir.lib.uwo.ca/etd/5481.

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

Council of Science Editors:

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

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


University of Western Ontario

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

Degree: 2015, University of Western Ontario

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Cassidy, Jacob. “"What About the Boys" in Tights: Beyond the "Boy Crisis" and Into the Literacy Potential of Superhero Fiction.” 2015. Thesis, University of Western Ontario. Accessed September 27, 2020. https://ir.lib.uwo.ca/etd/3334.

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

MLA Handbook (7th Edition):

Cassidy, Jacob. “"What About the Boys" in Tights: Beyond the "Boy Crisis" and Into the Literacy Potential of Superhero Fiction.” 2015. Web. 27 Sep 2020.

Vancouver:

Cassidy J. "What About the Boys" in Tights: Beyond the "Boy Crisis" and Into the Literacy Potential of Superhero Fiction. [Internet] [Thesis]. University of Western Ontario; 2015. [cited 2020 Sep 27]. Available from: https://ir.lib.uwo.ca/etd/3334.

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

Council of Science Editors:

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

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


University of Western Ontario

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

Degree: 2020, University of Western Ontario

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ibdah, Susan. “A Critical Discourse Study of Programmatic Literacy Curricula in Ontario: Knowledge, Power, and Discourse in an Age of Diversity.” 2020. Thesis, University of Western Ontario. Accessed September 27, 2020. https://ir.lib.uwo.ca/etd/6992.

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

MLA Handbook (7th Edition):

Ibdah, Susan. “A Critical Discourse Study of Programmatic Literacy Curricula in Ontario: Knowledge, Power, and Discourse in an Age of Diversity.” 2020. Web. 27 Sep 2020.

Vancouver:

Ibdah S. A Critical Discourse Study of Programmatic Literacy Curricula in Ontario: Knowledge, Power, and Discourse in an Age of Diversity. [Internet] [Thesis]. University of Western Ontario; 2020. [cited 2020 Sep 27]. Available from: https://ir.lib.uwo.ca/etd/6992.

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

Council of Science Editors:

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

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

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