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You searched for subject:(new literacies). Showing records 1 – 30 of 116 total matches.

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University of Rochester

1. King, Jennifer M. (1971 - ). Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting.

Degree: PhD, 2013, University of Rochester

 This dissertation study explored the literacies that youth used when doing Youth Participatory Action Research (YPAR) in a school-based setting. The overarching goals of the… (more)

Subjects/Keywords: Adolescent literacies; Collaborative literacies; Critical literacies; New literacies; Street literacies; Youth Participatory Action Research (YPAR)

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APA (6th Edition):

King, J. M. (. -. ). (2013). Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/27209

Chicago Manual of Style (16th Edition):

King, Jennifer M (1971 - ). “Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting.” 2013. Doctoral Dissertation, University of Rochester. Accessed January 24, 2021. http://hdl.handle.net/1802/27209.

MLA Handbook (7th Edition):

King, Jennifer M (1971 - ). “Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting.” 2013. Web. 24 Jan 2021.

Vancouver:

King JM(-). Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1802/27209.

Council of Science Editors:

King JM(-). Expanding literacies with students : Youth Participatory Action Research (YPAR) in a school-based setting. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/27209


University of Georgia

2. Hubbard, Betty Potter. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.

Degree: 2014, University of Georgia

 The primary purpose of this study was to investigate new perspectives forming as a result of the teacher education programs that have embraced new literacies(more)

Subjects/Keywords: Teacher Education; New Literacies; Teachers as Change Agents; Resolution Literacies, Digital Literacies

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APA (6th Edition):

Hubbard, B. P. (2014). A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26075

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

Chicago Manual of Style (16th Edition):

Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2014. Thesis, University of Georgia. Accessed January 24, 2021. http://hdl.handle.net/10724/26075.

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

MLA Handbook (7th Edition):

Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2014. Web. 24 Jan 2021.

Vancouver:

Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10724/26075.

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

Council of Science Editors:

Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26075

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


Boston College

3. Mecoli, Storey. Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2014, Boston College

 Digital literacies have become central in today's society, used in various personal and public incarnations (Coiro, Knobel, Lankshear, & Leu, 2008), occupying prominent space in… (more)

Subjects/Keywords: curriculum; digital literacies; information and communication technologies; instruction; new literacies

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APA (6th Edition):

Mecoli, S. (2014). Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:103552

Chicago Manual of Style (16th Edition):

Mecoli, Storey. “Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school.” 2014. Doctoral Dissertation, Boston College. Accessed January 24, 2021. http://dlib.bc.edu/islandora/object/bc-ir:103552.

MLA Handbook (7th Edition):

Mecoli, Storey. “Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school.” 2014. Web. 24 Jan 2021.

Vancouver:

Mecoli S. Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2021 Jan 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:103552.

Council of Science Editors:

Mecoli S. Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:103552


University of Rochester

4. Tinelli, Lisabeth. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.

Degree: PhD, 2016, University of Rochester

 This dissertation examines the literacy practices of forty-six students enrolled in a first-year composition course in a private university in Northeast America. A theoretical framework… (more)

Subjects/Keywords: First-year composition; Writing; New literacies

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APA (6th Edition):

Tinelli, L. (2016). Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/30849

Chicago Manual of Style (16th Edition):

Tinelli, Lisabeth. “Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.” 2016. Doctoral Dissertation, University of Rochester. Accessed January 24, 2021. http://hdl.handle.net/1802/30849.

MLA Handbook (7th Edition):

Tinelli, Lisabeth. “Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.” 2016. Web. 24 Jan 2021.

Vancouver:

Tinelli L. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1802/30849.

Council of Science Editors:

Tinelli L. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/30849


University of Tennessee – Knoxville

5. DeHart, Jason. “Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools.

Degree: 2019, University of Tennessee – Knoxville

 This study examines the experiences of teachers in rural, Appalachian classrooms who use film as a text. Film, in this study, was both an ensemble… (more)

Subjects/Keywords: literacy; film; reading; New Literacies; composing; pedagogy

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APA (6th Edition):

DeHart, J. (2019). “Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5689

Chicago Manual of Style (16th Edition):

DeHart, Jason. ““Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools.” 2019. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 24, 2021. https://trace.tennessee.edu/utk_graddiss/5689.

MLA Handbook (7th Edition):

DeHart, Jason. ““Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools.” 2019. Web. 24 Jan 2021.

Vancouver:

DeHart J. “Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2019. [cited 2021 Jan 24]. Available from: https://trace.tennessee.edu/utk_graddiss/5689.

Council of Science Editors:

DeHart J. “Why I Press Play:” A Phenomenological Study of Teachers Using Film for Literacy in Appalachian Schools. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2019. Available from: https://trace.tennessee.edu/utk_graddiss/5689


University of Toronto

6. Iannuzzi, Robert. Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice.

Degree: PhD, 2014, University of Toronto

 Abstract The issue of boys' school literacy underachievement is complex and multifaceted. Through the lens of both new literacies studies (NLS) and boys, literacy and… (more)

Subjects/Keywords: Boys and Literacy; New Literacies; 0279

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APA (6th Edition):

Iannuzzi, R. (2014). Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/94475

Chicago Manual of Style (16th Edition):

Iannuzzi, Robert. “Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice.” 2014. Doctoral Dissertation, University of Toronto. Accessed January 24, 2021. http://hdl.handle.net/1807/94475.

MLA Handbook (7th Edition):

Iannuzzi, Robert. “Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice.” 2014. Web. 24 Jan 2021.

Vancouver:

Iannuzzi R. Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1807/94475.

Council of Science Editors:

Iannuzzi R. Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/94475


University of Oklahoma

7. Delgado Brown, Lisa. LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS.

Degree: PhD, 2014, University of Oklahoma

 This qualitative research study was done in an effort to increase our knowledge within the literacy field regarding new literacies and literate identities. This research… (more)

Subjects/Keywords: Education; new literacies; reading; literate identities

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APA (6th Edition):

Delgado Brown, L. (2014). LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/13873

Chicago Manual of Style (16th Edition):

Delgado Brown, Lisa. “LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed January 24, 2021. http://hdl.handle.net/11244/13873.

MLA Handbook (7th Edition):

Delgado Brown, Lisa. “LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS.” 2014. Web. 24 Jan 2021.

Vancouver:

Delgado Brown L. LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/11244/13873.

Council of Science Editors:

Delgado Brown L. LITERATE IDENTITIES IN THE 21ST CENTURY: EXAMINING THE NEW LITERACY SKILLS AND NEW LITERACY PRACTICES OF 6TH GRADERS. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/13873


Indiana University

8. Wood, Jeffrey William. DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN .

Degree: 2010, Indiana University

 This nine-year ethnographic study describes how three children, Emily, Tristan, and Simon learned, used and understood literacies over time, across sites and within specific discourses.… (more)

Subjects/Keywords: Early Literacies; New Literacies; Multiple Literacies; Ethnography; Writing; Literacy

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APA (6th Edition):

Wood, J. W. (2010). DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/7291

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

Chicago Manual of Style (16th Edition):

Wood, Jeffrey William. “DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN .” 2010. Thesis, Indiana University. Accessed January 24, 2021. http://hdl.handle.net/2022/7291.

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

MLA Handbook (7th Edition):

Wood, Jeffrey William. “DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN .” 2010. Web. 24 Jan 2021.

Vancouver:

Wood JW. DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN . [Internet] [Thesis]. Indiana University; 2010. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2022/7291.

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

Council of Science Editors:

Wood JW. DEFINING LITERACIES: THE COMPLEX LITERACIES USE AND UNDERSTANDINGS OF THREE CHILDREN . [Thesis]. Indiana University; 2010. Available from: http://hdl.handle.net/2022/7291

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


University of Tennessee – Knoxville

9. Bianchi-Pennington, Michelle Brooke. Intra-action Among Young Adult Literature, Fans, and Fanfiction.

Degree: 2019, University of Tennessee – Knoxville

 Despite a growing body of research in New Literacies, the balance between providing strong New Literacies instruction while maintaining required traditional literacies instruction has been… (more)

Subjects/Keywords: fanfiction; New Literacies; New Materialism; intra-action; young adult literature

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APA (6th Edition):

Bianchi-Pennington, M. B. (2019). Intra-action Among Young Adult Literature, Fans, and Fanfiction. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5446

Chicago Manual of Style (16th Edition):

Bianchi-Pennington, Michelle Brooke. “Intra-action Among Young Adult Literature, Fans, and Fanfiction.” 2019. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 24, 2021. https://trace.tennessee.edu/utk_graddiss/5446.

MLA Handbook (7th Edition):

Bianchi-Pennington, Michelle Brooke. “Intra-action Among Young Adult Literature, Fans, and Fanfiction.” 2019. Web. 24 Jan 2021.

Vancouver:

Bianchi-Pennington MB. Intra-action Among Young Adult Literature, Fans, and Fanfiction. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2019. [cited 2021 Jan 24]. Available from: https://trace.tennessee.edu/utk_graddiss/5446.

Council of Science Editors:

Bianchi-Pennington MB. Intra-action Among Young Adult Literature, Fans, and Fanfiction. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2019. Available from: https://trace.tennessee.edu/utk_graddiss/5446


Georgia State University

10. Goodling, Lauri B. Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism.

Degree: PhD, English, 2015, Georgia State University

  This study looks at the practice of teaching civic engagement through digital and Web 2.0 tools and examines the impact on agency and self-efficacy… (more)

Subjects/Keywords: Multilteracies; Civic engagement; New media; Digital pedagogy; 21st century literacies; New literacies; Multimodal composition; Digital activism; Social Media; Rhetoric and composition

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APA (6th Edition):

Goodling, L. B. (2015). Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/english_diss/148

Chicago Manual of Style (16th Edition):

Goodling, Lauri B. “Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism.” 2015. Doctoral Dissertation, Georgia State University. Accessed January 24, 2021. https://scholarworks.gsu.edu/english_diss/148.

MLA Handbook (7th Edition):

Goodling, Lauri B. “Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism.” 2015. Web. 24 Jan 2021.

Vancouver:

Goodling LB. Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2021 Jan 24]. Available from: https://scholarworks.gsu.edu/english_diss/148.

Council of Science Editors:

Goodling LB. Civic Engagement 2.0: A Blended Pedagogy of Multiliteracies and Activism. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/english_diss/148


NSYSU

11. Lai, Yu-Lin. A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality.

Degree: Master, Foreign Language and Literature, 2013, NSYSU

 ABSTRACT The study aimed to investigate how young EFL (English as a Foreign Language) learners engaged in the creation of digital stories and how they… (more)

Subjects/Keywords: digital storytelling; multimodality; new literacies; English learning; multimodal composing

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APA (6th Edition):

Lai, Y. (2013). A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917

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

Chicago Manual of Style (16th Edition):

Lai, Yu-Lin. “A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality.” 2013. Thesis, NSYSU. Accessed January 24, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917.

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

MLA Handbook (7th Edition):

Lai, Yu-Lin. “A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality.” 2013. Web. 24 Jan 2021.

Vancouver:

Lai Y. A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality. [Internet] [Thesis]. NSYSU; 2013. [cited 2021 Jan 24]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917.

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

Council of Science Editors:

Lai Y. A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality. [Thesis]. NSYSU; 2013. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917

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


University of Rochester

12. Hoff, Martha J. The impact of new technology on literacy practices : an urban perspective.

Degree: PhD, 2014, University of Rochester

 Over the past ten years mobile communication technology has become ubiquitous. Computers, phones, still and video cameras have evolved into an all-in-one device with Internet… (more)

Subjects/Keywords: Literacy; Mobile technology; New literacies; Social networks; Tinkering; Urban youth

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APA (6th Edition):

Hoff, M. J. (2014). The impact of new technology on literacy practices : an urban perspective. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/28573

Chicago Manual of Style (16th Edition):

Hoff, Martha J. “The impact of new technology on literacy practices : an urban perspective.” 2014. Doctoral Dissertation, University of Rochester. Accessed January 24, 2021. http://hdl.handle.net/1802/28573.

MLA Handbook (7th Edition):

Hoff, Martha J. “The impact of new technology on literacy practices : an urban perspective.” 2014. Web. 24 Jan 2021.

Vancouver:

Hoff MJ. The impact of new technology on literacy practices : an urban perspective. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1802/28573.

Council of Science Editors:

Hoff MJ. The impact of new technology on literacy practices : an urban perspective. [Doctoral Dissertation]. University of Rochester; 2014. Available from: http://hdl.handle.net/1802/28573


University of Alberta

13. Nahachewsky, James. At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students.

Degree: PhD, Department of Secondary Education, 2010, University of Alberta

 Contemporary English language arts (ELA) teachers engage students who have been born into a digital world where emergent literacies challenge the traditionally authoritative perspectives and… (more)

Subjects/Keywords: English language arts, new literacies, critical literacy, born-digital, text, classrooms

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APA (6th Edition):

Nahachewsky, J. (2010). At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/08612n66p

Chicago Manual of Style (16th Edition):

Nahachewsky, James. “At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students.” 2010. Doctoral Dissertation, University of Alberta. Accessed January 24, 2021. https://era.library.ualberta.ca/files/08612n66p.

MLA Handbook (7th Edition):

Nahachewsky, James. “At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students.” 2010. Web. 24 Jan 2021.

Vancouver:

Nahachewsky J. At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2021 Jan 24]. Available from: https://era.library.ualberta.ca/files/08612n66p.

Council of Science Editors:

Nahachewsky J. At the edge of reason: Three language and literacy educators' classroom experiences teaching born-digital students. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/08612n66p


Vanderbilt University

14. Wang, Xiqiao. A genre theory perspective on digital storytelling.

Degree: PhD, Teaching and Learning, 2013, Vanderbilt University

 In this dissertation, I drew on analytical frames found in genre theory to examine digital storytelling as a cultural practice with historically developed genre features,… (more)

Subjects/Keywords: discourse analysis; new literacies; writing research; multimodal composition

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APA (6th Edition):

Wang, X. (2013). A genre theory perspective on digital storytelling. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14028

Chicago Manual of Style (16th Edition):

Wang, Xiqiao. “A genre theory perspective on digital storytelling.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed January 24, 2021. http://hdl.handle.net/1803/14028.

MLA Handbook (7th Edition):

Wang, Xiqiao. “A genre theory perspective on digital storytelling.” 2013. Web. 24 Jan 2021.

Vancouver:

Wang X. A genre theory perspective on digital storytelling. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1803/14028.

Council of Science Editors:

Wang X. A genre theory perspective on digital storytelling. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/14028

15. Fleming, Kathleen. Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction.

Degree: EdD Doctor of Education, Reading and Language, 2019, National-Louis University

  This multi-case case study explored how literacy teachers integrated the Internet, other ICTs, and the new literacies of online research and comprehension into literacy… (more)

Subjects/Keywords: New Literacies; Educational Technology; Technology Integration; Language and Literacy Education

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APA (6th Edition):

Fleming, K. (2019). Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/411

Chicago Manual of Style (16th Edition):

Fleming, Kathleen. “Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction.” 2019. Doctoral Dissertation, National-Louis University. Accessed January 24, 2021. https://digitalcommons.nl.edu/diss/411.

MLA Handbook (7th Edition):

Fleming, Kathleen. “Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction.” 2019. Web. 24 Jan 2021.

Vancouver:

Fleming K. Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2021 Jan 24]. Available from: https://digitalcommons.nl.edu/diss/411.

Council of Science Editors:

Fleming K. Integrating the Internet, Other Information Communication Technologies, and the New Literacies of Online Research and Comprehension into Literacy Instruction. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/411

16. Finney, Kelli Lynn. Many Voices, Many Selves: An Analysis Of Education Blog Discourses.

Degree: MA, Linguistics, 2013, University of North Dakota

  At this point, the majority of computer mediated communication (CMC) studies have employed a variation analysis approach, quantitatively describing language on the Internet and… (more)

Subjects/Keywords: Blog; Computer Mediated Communication; Discourse; James Paul Gee; Literacy; New Literacies

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APA (6th Edition):

Finney, K. L. (2013). Many Voices, Many Selves: An Analysis Of Education Blog Discourses. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1532

Chicago Manual of Style (16th Edition):

Finney, Kelli Lynn. “Many Voices, Many Selves: An Analysis Of Education Blog Discourses.” 2013. Masters Thesis, University of North Dakota. Accessed January 24, 2021. https://commons.und.edu/theses/1532.

MLA Handbook (7th Edition):

Finney, Kelli Lynn. “Many Voices, Many Selves: An Analysis Of Education Blog Discourses.” 2013. Web. 24 Jan 2021.

Vancouver:

Finney KL. Many Voices, Many Selves: An Analysis Of Education Blog Discourses. [Internet] [Masters thesis]. University of North Dakota; 2013. [cited 2021 Jan 24]. Available from: https://commons.und.edu/theses/1532.

Council of Science Editors:

Finney KL. Many Voices, Many Selves: An Analysis Of Education Blog Discourses. [Masters Thesis]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1532


University of Manchester

17. Smith, Paul Vincent. Academic literacy practices : plausibility in the essays of a diverse social science cohort.

Degree: PhD, 2013, University of Manchester

 This thesis addresses academic writing using two practice-led disciplines, academic literacies and ethnomethodology. It is first concerned to evaluate the possibilities of cooperation between these… (more)

Subjects/Keywords: 808.0428; Ethnomethodology; Academic Literacies; New Literacy Studies; practice; literacy practices; ethnography

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APA (6th Edition):

Smith, P. V. (2013). Academic literacy practices : plausibility in the essays of a diverse social science cohort. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574390

Chicago Manual of Style (16th Edition):

Smith, Paul Vincent. “Academic literacy practices : plausibility in the essays of a diverse social science cohort.” 2013. Doctoral Dissertation, University of Manchester. Accessed January 24, 2021. https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574390.

MLA Handbook (7th Edition):

Smith, Paul Vincent. “Academic literacy practices : plausibility in the essays of a diverse social science cohort.” 2013. Web. 24 Jan 2021.

Vancouver:

Smith PV. Academic literacy practices : plausibility in the essays of a diverse social science cohort. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2021 Jan 24]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574390.

Council of Science Editors:

Smith PV. Academic literacy practices : plausibility in the essays of a diverse social science cohort. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574390


University of Toronto

18. Wilton, Lesley. The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting.

Degree: PhD, 2017, University of Toronto

 As participation in formal online learning continues to be more commonplace in higher education, high schools, and middle schools (Means, Toyama, Murphy, Bakia, Jones, 2010),… (more)

Subjects/Keywords: Interpretive; Literacy; New Literacies; Online Learning; Online Teaching; Social Practices; 0710

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APA (6th Edition):

Wilton, L. (2017). The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79522

Chicago Manual of Style (16th Edition):

Wilton, Lesley. “The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting.” 2017. Doctoral Dissertation, University of Toronto. Accessed January 24, 2021. http://hdl.handle.net/1807/79522.

MLA Handbook (7th Edition):

Wilton, Lesley. “The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting.” 2017. Web. 24 Jan 2021.

Vancouver:

Wilton L. The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1807/79522.

Council of Science Editors:

Wilton L. The Three Rs of Online Learning: Interpretive Views of the Social Practices of Reading, Rereading, and Revisiting. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79522


University of Toronto

19. McIntosh, Megan Lynn. “Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies.

Degree: PhD, 2016, University of Toronto

This study examines how writing centres in the universities selected for consideration support the literacy practices of multilingual students in anglophone institutions of higher education.… (more)

Subjects/Keywords: Critical Theory; Higher Education; Multilingualism; New Literacies; Writing Centres; 0515

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APA (6th Edition):

McIntosh, M. L. (2016). “Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80378

Chicago Manual of Style (16th Edition):

McIntosh, Megan Lynn. ““Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies.” 2016. Doctoral Dissertation, University of Toronto. Accessed January 24, 2021. http://hdl.handle.net/1807/80378.

MLA Handbook (7th Edition):

McIntosh, Megan Lynn. ““Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies.” 2016. Web. 24 Jan 2021.

Vancouver:

McIntosh ML. “Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1807/80378.

Council of Science Editors:

McIntosh ML. “Fixing” the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and “New” Literacies in Select(ive) Anglophone Academies. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/80378

20. Jurich, Charles. Quiet on the Set!: Writing Socially in an Elementary After-School Video Club.

Degree: Language, Literacy, and Sociocultural Studies, 2014, University of New Mexico

 The research presented is a qualitative case study of an after-school video club for elementary age students. The focus of the project revolved around one… (more)

Subjects/Keywords: new literacies; writing; video

new literacies practices and new mindsets towards literacy (evolving component)… …Videomaking is a new literacies practice that subsumes the above components (an emphasis on… …participants? Significance of the Study Kist (2005) notes that new literacies such as… …relatively new form of writing. As a new literacies practice, it involves new ways of learning that… …into the all important social interactions in new literacies writing processes. Incorporating… 

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APA (6th Edition):

Jurich, C. (2014). Quiet on the Set!: Writing Socially in an Elementary After-School Video Club. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23554

Chicago Manual of Style (16th Edition):

Jurich, Charles. “Quiet on the Set!: Writing Socially in an Elementary After-School Video Club.” 2014. Doctoral Dissertation, University of New Mexico. Accessed January 24, 2021. http://hdl.handle.net/1928/23554.

MLA Handbook (7th Edition):

Jurich, Charles. “Quiet on the Set!: Writing Socially in an Elementary After-School Video Club.” 2014. Web. 24 Jan 2021.

Vancouver:

Jurich C. Quiet on the Set!: Writing Socially in an Elementary After-School Video Club. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1928/23554.

Council of Science Editors:

Jurich C. Quiet on the Set!: Writing Socially in an Elementary After-School Video Club. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/23554


University of Southern California

21. Felt, Laurel Jeanne. Towards 21st century learning: culture, process, and skills.

Degree: PhD, Communication, 2014, University of Southern California

 This dissertation examines four out-of-school learning contexts, using the same 10 research questions pertaining to culture, process, and skills in order to guide inquiry across… (more)

Subjects/Keywords: 21st century learning; new media literacies; out-of-school; play; improvisation

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APA (6th Edition):

Felt, L. J. (2014). Towards 21st century learning: culture, process, and skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7530

Chicago Manual of Style (16th Edition):

Felt, Laurel Jeanne. “Towards 21st century learning: culture, process, and skills.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 24, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7530.

MLA Handbook (7th Edition):

Felt, Laurel Jeanne. “Towards 21st century learning: culture, process, and skills.” 2014. Web. 24 Jan 2021.

Vancouver:

Felt LJ. Towards 21st century learning: culture, process, and skills. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2021 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7530.

Council of Science Editors:

Felt LJ. Towards 21st century learning: culture, process, and skills. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7530

22. Welsh, James L. Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts.

Degree: 2014, University of South Florida

 This study establishes a comprehensive methodology for analyzing children's website content, based on both linguistic and rhetorical data, by employing defensible criteria to evaluate both… (more)

Subjects/Keywords: content analysis; genre theory; literacy; multimodality; new literacies; Education

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APA (6th Edition):

Welsh, J. L. (2014). Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5605

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

Chicago Manual of Style (16th Edition):

Welsh, James L. “Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts.” 2014. Thesis, University of South Florida. Accessed January 24, 2021. https://scholarcommons.usf.edu/etd/5605.

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

MLA Handbook (7th Edition):

Welsh, James L. “Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts.” 2014. Web. 24 Jan 2021.

Vancouver:

Welsh JL. Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts. [Internet] [Thesis]. University of South Florida; 2014. [cited 2021 Jan 24]. Available from: https://scholarcommons.usf.edu/etd/5605.

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

Council of Science Editors:

Welsh JL. Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts. [Thesis]. University of South Florida; 2014. Available from: https://scholarcommons.usf.edu/etd/5605

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


Clemson University

23. McCrea-Andrews, Heather J. A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?.

Degree: PhD, Curriculum and Instruction, 2014, Clemson University

  The purpose of this mixed-methods research study was to investigate the comprehension and motivation of 36, sixth-grade students reading moderately challenging text under two… (more)

Subjects/Keywords: digital reading; comprehension; motivation; new literacies; Curriculum and Instruction

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APA (6th Edition):

McCrea-Andrews, H. J. (2014). A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1338

Chicago Manual of Style (16th Edition):

McCrea-Andrews, Heather J. “A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?.” 2014. Doctoral Dissertation, Clemson University. Accessed January 24, 2021. https://tigerprints.clemson.edu/all_dissertations/1338.

MLA Handbook (7th Edition):

McCrea-Andrews, Heather J. “A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?.” 2014. Web. 24 Jan 2021.

Vancouver:

McCrea-Andrews HJ. A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2021 Jan 24]. Available from: https://tigerprints.clemson.edu/all_dissertations/1338.

Council of Science Editors:

McCrea-Andrews HJ. A Comparison of Adolescents' Digital and Print Reading Experiences: Does Mode Matter?. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1338


University of Georgia

24. Thiel, Jennifer Ann Johnson. Literacies, materiality, and working-class lives.

Degree: 2015, University of Georgia

 Conceived as a special issue journal that comprises of five essays called encounters, this post-qualitative dissertation using Deleuzoguattarian and feminist new materialist theories, examines autobiographical… (more)

Subjects/Keywords: social class; multimodal literacies; Deleuze; new materialism; objects; writing pedagogy

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APA (6th Edition):

Thiel, J. A. J. (2015). Literacies, materiality, and working-class lives. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/31319

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

Chicago Manual of Style (16th Edition):

Thiel, Jennifer Ann Johnson. “Literacies, materiality, and working-class lives.” 2015. Thesis, University of Georgia. Accessed January 24, 2021. http://hdl.handle.net/10724/31319.

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

MLA Handbook (7th Edition):

Thiel, Jennifer Ann Johnson. “Literacies, materiality, and working-class lives.” 2015. Web. 24 Jan 2021.

Vancouver:

Thiel JAJ. Literacies, materiality, and working-class lives. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10724/31319.

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

Council of Science Editors:

Thiel JAJ. Literacies, materiality, and working-class lives. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/31319

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


University of Arizona

25. Schwartz, Lisa. Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers .

Degree: 2011, University of Arizona

 Youth experiences with digital technologies demonstrate untapped potential for informing school-based learning responsive to adolescent identity and socialization practices (Ito et al., 2008). This study… (more)

Subjects/Keywords: digital; Latinos; new literacies; new media; Language, Reading & Culture; adolescents; cultural historical activity theory

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APA (6th Edition):

Schwartz, L. (2011). Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/202715

Chicago Manual of Style (16th Edition):

Schwartz, Lisa. “Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers .” 2011. Doctoral Dissertation, University of Arizona. Accessed January 24, 2021. http://hdl.handle.net/10150/202715.

MLA Handbook (7th Edition):

Schwartz, Lisa. “Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers .” 2011. Web. 24 Jan 2021.

Vancouver:

Schwartz L. Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10150/202715.

Council of Science Editors:

Schwartz L. Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/202715


University of Rochester

26. Marsh, Valerie L. New literacies ethos in a high school English class: a case study.

Degree: PhD, 2016, University of Rochester

 The purpose of this dissertation is to explore how youth and their teacher make sense of new literacies ethos in a high school English class.… (more)

Subjects/Keywords: New literacies ethos; Adolescent literacy; Affinity spaces; Social connection; Secondary writing instruction

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APA (6th Edition):

Marsh, V. L. (2016). New literacies ethos in a high school English class: a case study. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/30840

Chicago Manual of Style (16th Edition):

Marsh, Valerie L. “New literacies ethos in a high school English class: a case study.” 2016. Doctoral Dissertation, University of Rochester. Accessed January 24, 2021. http://hdl.handle.net/1802/30840.

MLA Handbook (7th Edition):

Marsh, Valerie L. “New literacies ethos in a high school English class: a case study.” 2016. Web. 24 Jan 2021.

Vancouver:

Marsh VL. New literacies ethos in a high school English class: a case study. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1802/30840.

Council of Science Editors:

Marsh VL. New literacies ethos in a high school English class: a case study. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/30840

27. Kim, Su Yeon. A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet.

Degree: PhD, Curriculum and Instruction, 2011, Texas A&M University

 This study explored beginning and advanced pre-service teachers’ Internet use and their experience, confidence, and competence in using new literacies of the Internet. In addition,… (more)

Subjects/Keywords: New Literacies; Preservice teachers education

…44 4.18 Number and percent of underclassmen’s experience with using new literacies… …underclassmen’s experience with using new literacies: Modeling of using new literacy skills… …46 4.20 Number and percent of underclassmen’s experience with using new literacies: Hands… …63 4.47 Number and percent of senior students’ experience with using new literacies… …students’ experience with using new literacies: Modeling of using new literacy skills… 

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APA (6th Edition):

Kim, S. Y. (2011). A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9223

Chicago Manual of Style (16th Edition):

Kim, Su Yeon. “A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet.” 2011. Doctoral Dissertation, Texas A&M University. Accessed January 24, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9223.

MLA Handbook (7th Edition):

Kim, Su Yeon. “A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet.” 2011. Web. 24 Jan 2021.

Vancouver:

Kim SY. A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9223.

Council of Science Editors:

Kim SY. A Comparison of Education, Business, and Engineering Undergraduate Students’ Internet Use and their Experience, Confidence, and Competence in Using New Literacies of the Internet. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9223

28. McNally, Jana Wilkening. Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds.

Degree: EdD Doctor of Education, Reading and Language, 2016, National-Louis University

  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)

Subjects/Keywords: motivation; new literacies; digital literacy; boys; gender; digital media; multimedia; literacy; Education; Educational Methods

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

APA (6th Edition):

McNally, J. W. (2016). Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/162

Chicago Manual of Style (16th Edition):

McNally, Jana Wilkening. “Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds.” 2016. Doctoral Dissertation, National-Louis University. Accessed January 24, 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. 24 Jan 2021.

Vancouver:

McNally JW. Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2021 Jan 24]. Available from: http://digitalcommons.nl.edu/diss/162.

Council of Science Editors:

McNally JW. Creating a Lifeline Back to Books For Adolescent Boys Through Multimedia Enhanced Read-alouds. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/162


Wayne State University

29. Karcher, Mary. Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy.

Degree: PhD, English, 2016, Wayne State University

  This project argues that spreadable media texts motivate people to engage in compositional activities advocated in First Year Composition (FYC). Drawing on Henry Jenkins’… (more)

Subjects/Keywords: Alternate Reality Games; Composition; Fan Labor; New Media Literacies; Participatory Culture; Spreadable Media; Rhetoric

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APA (6th Edition):

Karcher, M. (2016). Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1644

Chicago Manual of Style (16th Edition):

Karcher, Mary. “Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy.” 2016. Doctoral Dissertation, Wayne State University. Accessed January 24, 2021. https://digitalcommons.wayne.edu/oa_dissertations/1644.

MLA Handbook (7th Edition):

Karcher, Mary. “Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy.” 2016. Web. 24 Jan 2021.

Vancouver:

Karcher M. Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2021 Jan 24]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1644.

Council of Science Editors:

Karcher M. Memes, Args And Viral Videos: Spreadable Media, Participatory Culture, And Composition Pedagogy. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1644


University of Arizona

30. Koowuttayakorn, Sichon. Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking .

Degree: 2017, University of Arizona

 The present study explores informal English language teaching and learning (ELTL) on the social media platform of Facebook. In contrast to a formal second/foreign language… (more)

Subjects/Keywords: Language Learning; Multimodal Social Semiotics; New Literacies; Positioning; Social Networking Sites; Stancetaking

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APA (6th Edition):

Koowuttayakorn, S. (2017). Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624521

Chicago Manual of Style (16th Edition):

Koowuttayakorn, Sichon. “Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking .” 2017. Doctoral Dissertation, University of Arizona. Accessed January 24, 2021. http://hdl.handle.net/10150/624521.

MLA Handbook (7th Edition):

Koowuttayakorn, Sichon. “Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking .” 2017. Web. 24 Jan 2021.

Vancouver:

Koowuttayakorn S. Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10150/624521.

Council of Science Editors:

Koowuttayakorn S. Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624521

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