Dissertations / Theses on the topic 'Collaborating reader'

Written, edited and published in a networked environment, the networked book makes the process of collaboration between its authors and readers visible. This collaboration is recorded in the peripheries of the text through a record of interactions, shared ideas, conversations and annotations and becomes part of the book. The presence of this documentation of the collaborative process challenges the traditionally held positions of author and reader and produces a new form of collaborative work. The divisions between the author, reader and the text become blurred as the book in the networked environment moves from being a physical product and the process of its creation becomes a collaborative experience. Authorship becomes an activity of exchange as the networked book champions the idea that multiple authors can take part in textual production. This thesis uses Gerard Genette’s theory of paratextual analysis to examine in depth the peripheries of three networked books; A Million Penguins, The Golden Notebook Project and Paddlesworth Press. It argues that the paratexts of the networked book are where the dialogues between authors and readers are located and an in depth examination of these is crucial for an understanding of how the process of their collaboration is made visible. Using this approach, the thesis examines and identifies the thresholds between author, reader and text. The text of each of the three case studies is examined as a space where authors and readers communicate through an analysis of behaviour, an identification of roles and a consideration of hierarchies in the collaborative process. The thresholds, boundaries, freedoms and restrictions of both the author and reader positions are explored. The collaborative experience of textual production is one of multiplicity; there is no one author, reader or text and the thesis concludes that a networked book is a book about the dialogue between author and reader and that these dialogues become part of the book.

Collaborative Retrospective Miscue Analysis (CRMA) is an instructional strategy designed to assist readers who are struggling with reading within the school environment. Procedures include the administration of the Reading Interview at four intervals, the creation of a baseline Reader Profile for each troubled reader using the Reading Miscue Inventory Procedure I, and the use of audiotapes of participants reading during a group discussion of the readers' miscues. The research group was composed of 4 girls. The research design incorporated individual case studies of two readers designated as troubled and a separate case study of the group interaction. A total of 15 discussions focused on 5 different audiotapes of each of the troubled readers. The researcher stayed with the group during the first 11 sessions, facilitating the introduction of terminology, and helping the group develop new understandings of the reading process. Transactional socio-psycholinguistic reading process was introduced using appropriate terminology for fourth graders, and the group was encouraged to help the troubled readers focus on meaning. Time was spent helping each reader develop positive strategies to move them toward the creation of meaningful text. Each discussion was audiotaped, transcribed and analyzed for topics focused on monitoring text for meaning and building positive self-images. Changes in self-esteem and reading performance as measured by the Reading Miscue Inventory: Procedure I were analyzed Statistics are displayed through a reader profile based on the Procedure I Inventory and analysis of changes in responses to the reading interview. Research findings indicate that each troubled reader was able to significantly improve her meaning construction, experience positive changes in self-esteem, and define her concept of reading as bringing meaning to text through personal transaction.

Literacy educators hold different beliefs about the best approaches to teach students how to read and about the reading process including a skills view of reading and learning to read versus a transactional, sociopsycholinguistic view of reading and learning to read (Weaver, 2002). Reading for understanding is an important skill to develop in students to promote overall success (Keene, 2008). When orally reading, readers occasionally say something differently than what is printed—which is called a miscue. Goodman, Martens, and Flurkey (2014) defined a miscue as “any response during oral reading that differs from what a listener would expect to hear” (p. 5). The purpose of this study was to teach a small group of fourth grade readers a process called Collaborative Retrospective Miscue Analysis, or CRMA (Costello, 1996), to help readers learn how to notice and analyze miscues during oral reading through small group collaborative discussions about their miscues and understanding during reading. In this CRMA study, the students’ teachers viewed video recorded student small group reading sessions to understand how students changed over the course of 14 weeks. A reading survey called the BIMOR, or Burke Interview Modified for Older Readers (Goodman, Watson, & Burke, 2005) was used before and after the study and student and teacher CRMA sessions were video-recorded to study what students thought about themselves as readers and keep track of changing views about reading. In addition, students orally read two different texts to determine if there were any changes in readers’ miscues over time through the use of the Miscue Analysis In-Depth Procedure Coding Form (Goodman et al., 2005). This analysis allowed a deeper understanding of the readers’ usage of the three cueing systems during reading including the syntactic (grammar) system; the semantic (meaning) system; and the graphophonic (letters and sounds) system (Goodman & Marek, 1996). As a result of the CRMA process, three themes emerged from the analysis of the data collected. Readers moved to a more meaning-based orientation to reading although the CRMA study students still employed the use of other less emphasized reading strategies such as sounding it out, using a dictionary, and asking for help. Students developed more self-efficacy as readers as they became more confident and aware of their reading process as they participated in the CRMA student sessions. Finally, teachers revalued readers through observing their students as readers with strengths, effectively using problem-solving strategies during reading, and by noticing, “what the reader’s smart brain does during the reading process” (Goodman, Martens, & Flurkey, 2014, p. 29). Implications for both classroom instruction and teacher professional learning are explored as useful applications of Collaborative Retrospective Miscue Analysis in schools and classrooms to help readers move to a more meaning-based orientation to reading and to help readers become more self-efficacious and aware of their own reading process, as well as revaluing readers.

Emerging needs of the emergency management discipline are outlined in recent presidential directives, national strategies and federal emergency management strategic initiative documents. Meeting these needs requires collaboration as a core capability. Collaboration with diverse communities, volunteers and the private sector are essential, as are strategic and operational actions for collaboration, building social capital, and using social media for collaboration. The future of our nation’s resilience to disasters depends on a collaborative network of partners that reaches from the Federal Emergency Management Agency to individual citizens and the communities they inhabit. State emergency management agencies are the hub of this network and must lead the effort to effectively collaborate at all levels. The research findings of this thesis show that state emergency management organizations have not yet fully developed the collaborative capacities necessary to meet emerging needs. In addition, data shows that organizational structures of state emergency management organizations are impacting collaborative capacity development. In particular, military-based organizations lag behind their civilian-based counterparts in every area of collaborative capacity building. Reasons for these differences, and research into more effective structural models, should be explored.

A pesquisa identifica e analisa as transformações dos espaços do leitor decorrentes da convergência jornalística na redação do jornal Zero Hora (ZH) delineando novos elementos, práticas e configurações que derivam da inserção das audiências na produção jornalística institucionalizada. A publicação estudada ocupa a posição de líder em circulação no Rio Grande do Sul e sexta no Brasil e é editada pelo maior conglomerado de mídia do Sul do país, o Grupo Rede Brasil Sul de Comunicação (RBS). Partimos do pressuposto de que a convergência jornalística refere-se a um processo de integração dos modos tradicionalmente separados de comunicação, que afeta as empresas, as tecnologias, o público e os profissionais em todas as fases de produção, distribuição e consumo de conteúdo. Os procedimentos metodológicos adotados abrangeram a pesquisa bibliográfica, pesquisa documental, entrevistas, observação participante e análise de conteúdo. Com base nos valores de legitimidade do campo jornalístico e no atual quadro de convergência, avaliamos as mudanças ocorridas não apenas na redação e nos produtos, mas também no âmbito da gestão empresarial e editorial, considerando infraestrutura organizacional e tecnológica. Analisamos a articulação entre as tensões que se estabelecem em função do jornal ser um produto institucional, comercial e editorial, problematizando a inserção da audiência no newsmaking. Verificamos que a participação significativa dos leitores se dá nos espaços institucionalmente demarcados para eles – 63% das intervenções do jornal impresso na página Do Leitor e 71% das intervenções do jornal digital na seção Participe –, do que inferimos, com base na triangulação dos dados levantados, que o interesse maior é de fidelização do público e não da sua inserção na produção de conteúdo informativo. Constatamos que as ações que visam promover a participação da audiência partem do âmbito da gestão para os profissionais da redação, em um movimento vertical e hierarquizado, o que não favorece a percepção de que os leitores possam ser compreendidos como atores, de fato, no processo produtivo.
This research identifies and analyzes the transformations on the reader’s space due to journalistic convergence within the newsroom of Zero Hora (ZH) as an outline of new elements, practices and settings derived from audience insertion into institutional journalistic production. The studied newspaper is the leader on circulation in Rio Grande do Sul and the sixth in the country. It is also edited by the largest media conglomerate in the south of Brazil, group Rede Brasil de Comunicação (RBS). The present investigation assumes that journalistic convergence refers to an integration process of traditionally separated means of communication, which affects companies, technologies, public and professionals in every phase of content production, distribution and consumption. The methodological procedures include bibliographic and document research, interviews, participatory observation and content analysis. Based on the journalistic field’s legitimacy values and on the current convergence frame, this study evaluates not only changes occurred on the newsroom and on products, but also on business and editorial management, considering both organizational and technological infrastructure. The articulation between tensions derived from the institutional, commercial and editorial natures of the newspaper as a product is analyzed, questioning the audience’s insertion on newsmaking. It was verified that the reader’s most significant participation takes place on spaces institutionally branded for such – 63% of print interventions are on the page Do Leitor, while 71% of digital interventions are on the section Participe -, from which it is inferred, based on triangulated data, that the larger interest rests on the shaping of public loyalty, not of its insertion on the production of informative content. Also, it was found that actions in order to promote audience participation come from the management scope towards the newsroom professionals, in a vertical and hierarchical movement, which doesn’t favor the perception of readers being comprehended as actual actors in the production process.

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As tecnologias de informação e comunicação têm motivado a emergência de novas relações entre os sujeitos e as mídias. A internet, e em especial a web 2.0, deram a largada para a liberdade de emissão e o intercâmbio de conteúdos. Qualquer indivíduo com acesso à rede ganhou condições de produzir e disseminar informações, a qualquer momento e em qualquer lugar. Este cenário, que possui aporte significativo na crescente mobilidade das tecnologias de registro de conteúdos, confere novo status aos leitores colaboradores. Contudo, em webjornais ditos de referência, as possibilidades para que leitores sejam incorporados ao processo de produção jornalístico são pré-definidas e limitadas. Ao mesmo tempo em que convidam o público à participação, estes veículos seguem detentores do protocolo de sentido dos enunciados. Por meio de processos de seleção e mediação, definem pela inclusão ou não dos conteúdos, mesmo nos canais denominados participativos ou colaborativos. A presente pesquisa investigou as colaborações dos interagentes no canal de webjornalismo participativo Leitor-Repórter, do webjornal de referência zerohora.com. Por meio de uma análise de conteúdo, pretendeu-se compreender, de um lado, as motivações dos leitores ao enviarem materiais colaborativos à seção e, por outro lado, avaliar o processo de seleção ou mediação de conteúdo efetivado pelos profissionais editores do canal. As lógicas que regem o comportamento dos atores envolvidos nesta negociação são analisadas tendo em vista sua intersecção com os códigos tanto do jornalismo convencional quanto do jornalismo olaborativo. Além de traçar um perfil das contribuições dos leitores no canal colaborativo, o estudo também investigou o processo que é desencadeado no interior do webjornal para que se tenha uma colaboração publicada. Os resultados demonstram que o webjornalismo participativo praticado por meio da seção Leitor-Repórter atingiu com limites o status de ferramenta de democratização e, em suma, representa um canal adicional de recepção de informações, muitas vezes subaproveitadas pela redação do webjornal.
The information and communication technologies have motivated the urgency for new relationships between the subjects and the media. The Internet, especially the web 2.0, introduced the issue freedom and the exchange of subjects. Any individuals with access to the net got conditions to produce and spread information, at any given time and place. This scenario, which has a meaningful contribution within the increasing mobility of subjects record technologies, gives a new status to the collaborators / readers. However, on web newspapers, the possibilities for readers to be incorporated to the process of journalistic production are pre-defined and limited. At the same time they invite the audience to participate, these media follow the holders of sense protocol of the enunciations. By the means of selection and mediation processes, they decide to include the contents or not, even in participating or collaborative channels. This research investigated the interagents' collaborations in the online participating journalism Reader-Reporter, from reference web newspaper zerohora.com. Through a subject analysis, it was aimed to understand, on one side, the readers' motivations to send collaborative materials to the section and, on the other side, to assess the selection or mediation of subjects process carried out by the channel editing professionals. The logics that rule the behavior of the actors that are involved in this negotiation are analyzed based on their intersection with the codes of the conventional or collaborative journalism. Besides tracing a profile of the readers' contributions in the collaborative channel, the study also investigated the process that is triggered within the web newspaper in order to have a collaboration published. The outcomes show that the participative online journalism practiced through the Reader-Reporter section has achieved with limits the status of democratization tool and, in short, represents an additional channel for information reception, mostly underestimated by the web newspaper editorial staff.

Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.

This study was based in the idea that digital participative systems lead to changes in the institutionalized territory of journalism. The search for evidences of this process begins in the first chapter, with the analysis of journalism as an institutionalized territory and the processes of deterritorialization, reterritorialization and unterritorialization. Next, the technological changes that facilitated the origins of the information long tail are highlighted, which comprehends since the database up to the locative media and the mobile technologies. Then, it is identified the Pro-Am movement, characterized by the relation between professionals and laypeople. The second chapter focuses on the collaborative journalism in the networks as a communication strategy. At this point, the collaborative sections are defined. It is considered the four generations of digital journalism, influenced by the strategic adaptation of traditional media to the long tail of information. Consequently, the open collaborative pages were originated and became wide used. The information in the literature review is discussed taking into account the data from the case study. Thus, it was possible to identify some communication strategies from Zero Hora. com, based in the collaborative products. One concluded that works in partnership between professionals and fans in the digital periodical occur. The Pro-Am if only establishes, that in shy way. If it cannot affirm that it occurs, in Zero Hora.com, the unterritorialization, however strong marks of the process had been identified.
O presente trabalho foi desenvolvido partindo da idéia de que os sistemas participativos digitais provocam mudanças no território institucionalizado do jornalismo. A busca de marcas do processo destacado começa, no primeiro capítulo, com a análise do jornalismo como território institucionalizado e os processos de desterritorialização, reterritorialização e des-re-territorialização. Em seguida, são destacadas as transformações tecnológicas que facilitaram a formação do que denominamos de cauda longa da informação, que vão desde as bases de dados até as mídias locativas e as tecnologias móveis. É identificado, então, o movimento Pro-Am, marcado pela parceria entre profissionais e amadores. O segundo capítulo é dedicado à reflexão sobre o jornalismo colaborativo nas redes como estratégica comunicacional. Neste ponto, são definidas as seções colaborativas. A identificação leva em consideração as quatro gerações do jornalismo digital, marcadas pela adaptação estratégica dos meios tradicionais à demanda da cauda longa da informação. Nela, surgiram e se fortaleceram as páginas colaborativas abertas. As reflexões realizadas na fundamentação teórica são verificadas a partir dos dados obtidos por meio da metodologia do estudo de caso. A partir dela, foi possível chegar às considerações finais desta pesquisa, que permitiram a identificação de algumas estratégias comunicacionais de Zero Hora.com a partir dos produtos colaborativos. Concluiu-se que ocorrem trabalhos em parceria entre profissionais e amadores no jornal digital. O Pro-Am se estabelece, só que de maneira tímida. Não se pode afirmar que ocorre, em Zero Hora.com, a des-re-territorialização, porém foram identificadas fortes marcas do processo.

Den här kvalitativa empiriska studien syftar till att få kunskap om vad som sker i samtalet mellan elever när de skriver tillsammans på dator, då detta kan vara svårt att upptäcka i klassrumssituationen. Ett sociokulturellt perspektiv antogs och syftet preciserades i frågeställningen: På vilket sätt interagerar elever när de tillsammans och i samband med ASL-arbetet skriver en text på datorn? Tre skrivarpar deltog i studien, som genomfördes vid två tillfällen. Metoden som användes var videofilmning av elevers samtal vid skrivande samt tematisk analys av insamlat material, inspirerad av Braun & Clark (2006).  Resultatet visar att interaktionen mellan eleverna var omfattande och avgörande för skrivresultatet. Det framträdde tre kategorier: samspel, innehåll och stavning. Eleverna visar att de finner det lustfyllt att skriva tillsammans och det gick också att se hur de tillsammans förbättrade sina texter på olika vis och hur datorn påverkade deras arbete. Slutsatsen är att pararbete i skrivning på datorn har positiv effekt på elevers skrivutveckling och genom att se vad de samverkar kring kan man som pedagog få inblick i hur man kan arbeta vidare pedagogiskt kring skrivande.
This qualitative empirical study aims at gaining knowledge of what happens in the conversation between students when writing together on a computer, as this can be difficult to detect in classroom situations. A socio-cultural perspective was adopted and the purpose was clarified in the question: In what way do students interact when they together and in connection with the ASL work write a text on the computer? Three students participated in the study, which was conducted on two occasions. The method used was video capture of students' conversations in writing as well as thematic analysis of collected material, inspired by Braun & Clark (2006). The results show that the interaction between the students was comprehensive and crucial to the writing result. There were three categories: interaction, content and spelling. The students show that they find it fun to write together and it was also possible to see how they together improved their texts in different ways and how the computer affected their work. The conclusion is that pairing in writing on the computer has a positive effect on the students' writing development and by seeing what they interact, one can as an educator gain insight into how to further work pedagogically around writing.

Considérant l’environnement numérique qui se caractérise par la convergencedes modes et des formes discursifs, à quels cadres les auteurs et les lecteurs héritiers de la bande dessinée se référent-ils et de quelle manière s’y réfèrent-ils ? Il s'agit de comprendre comment des auteurs confrontés à de nouveaux dispositifs de publication produisent le sens commun nécessaire à la création de récits numériques dont les lecteurs parviennent à partager les standards de transcription, tirent des routines d’usage pour leur interprétation, et jugent attrayante la sélection et la mise en forme des évènements racontés. Après avoir présenté lecontexte dans lequel ont émergé les premiers récits identifiés comme des « bandes dessinées numériques de création », l'étude porte sur l'analyse indexicale d'entretiens conduits auprès des auteurs et des lecteurs de deux de ces récits. L'analyse fait apparaître l'originalité des assemblages de cadres de références opérés par les auteurs et reconnus de leurs lecteurs. Cette étude montre ainsi l'importance des dynamiques de production de sens dans l'invention et l'adoption de nouvelles formes narratives. Le retour critique sur ce travail soulève plusieursquestions méthodologiques, notamment quant à la place du chercheur en tant qu'acteur engagé dans la production de sens, mais aussi quant à la prépondérance accordée au mot dans ce type d'étude, et enfin quant aux modalités d'entretien les plus favorables à la recherche et à l'élucidation des marques indexicales par lesquelles s'expriment les cadres de référence des acteurs
What are the frames to which authors inspired by the comics legacy refer inthe digital environment, characterized by the convergence of media and discursive forms ? How do they refer to such frames in order to make sense and to tell digital stories from which readers are able to share the standards of translation, find routines for their interpretation, and feel entertained by the selection and the arrangement of events ? After setting the context in which emerged the first accounts identified as « original digital comics », the study focuses on the indexical analysis of interviews with authors and readers of two such stories. The analysis reveals the originality of the frames arrangements made by the authors and recognized by their readers. This study shows the importance of sensemaking activities for the invention and adoption of new narrative forms. The critical review of this work raises several methodological issues, particularly regarding the place of the scientist as an actor engaged in the sensemaking activity, but also about the the importance given to words in this kind of researches, and finally about the appropriate interview methods in order to find and explain indexical marks leading to the actors' frames

Vol. 1 [Novel] "Jack London slept here" -- Vol. 2 [Exegesis] "Foregrounding dialogue: an ethical approach through courageous risk"
The thesis couples my creative work, Jack London Slept Here, with an exegesis that argues for an “ethical” approach to the foregrounding of fictional dialogue. My argument will take into consideration the role of the reader and characterisation through dialogue rather than author-intention and self-interest. It invites participation and collaboration as a gesture of abdication of control. My original contribution to knowledge will be found in my argument that this ethical invitation is not the product of ideological positioning or experimentation with novelistic technique, but rather, the result of courage – manifesting through risk; humility – manifesting through erasure; and ultimately, a respect for the boundaries of reader and character. The novel is composed entirely through a series of interviews with my protagonist in his house on a dead-end alley in Hollywood. These interviews take place shortly before and after a shooting massacre at a nearby golf and country club. The interview structure has afforded me the opportunity and challenge to not just reduce narrative description but to eliminate it altogether. It has allowed me to forego all reliance upon speech tags to convey the emotions of the characters. There are no interior monologues and any attempt to interpret character consciousness must be made by the reader based upon their relationship to the dialogue presented to them. The exegesis will investigate the foregrounding of fictional dialogue as a narrative choice for the unobtrusive author and how this function requires a collaborating reader. Bronwen Thomas, who has made significant contributions in the scholarly study of fictional dialogue with her book, Fictional Dialogue: Speech and Conversation in the Modern and Postmodern Novel, was initially inspired by novelist and critic David Lodge’s assertion that novelists who foreground dialogue “have been somewhat undervalued by academic criticism because their foregrounding of dialogue makes them resistant to a method of analysis biased in favour of lyric expressiveness.” [After Bakhtin: Essays on Fiction and Criticism. London: Routledge, 1990. 83.] My research takes the form of a critical reflection of the dialogue novels of William Gaddis, Henry Green and Manuel Puig by employing the theoretical lens of the nineteenth-century German author and theorist, Friedrich Spielhagen.
Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2017.

碩士
國立中正大學
資訊管理學系暨研究所
100
Recommended system in e-commerce plays a very important role, can help improve in sales, also able to provide personalized services from the past customers’ preferences and transactions, and increase customer satisfaction. In recent years, the library import recommendation system to increase the reader's willingness and solve the problem of library usage rate is not high, there are very good results. However, in the university library environment, readers borrowing motivation is different, such as course assignments or term papers need to find library materials, or borrow reference books during the examination period, so some of these acts can't really reflect the preferences of the reader .If the reader does not filtering, and direct use all reader's borrowing record into the recommended system of the book that to development the rules of books recommended system, will affect the quality of recommended books, and even ineffective recommendation. To solve this problem, this study first identified the loyal readers from the Library borrowing record, use RFM model of marketing field to measure customer value, and analysis readers value that to find loyal readers, then use collaborative filtering technology forecast column scores of readers - books borrowing matrix, this study use MAE to measure the forecasts accuracy differences in have filtered loyal readers and unfiltered reader.

碩士
國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
98
This study is a qualitative action research project which was aimed at the employment of collaborative strategic reading (CSR). Cycled for three times, the CSR activity was targeted at the fifth graders the researcher was teaching with math readers as research texts. The researcher collected data through class observation, video-taped recordings, interviews, peer feedback, and note-taking sheets. Findings of this study are presented with regard to the difficulties and solutions in implementing CSR by the teacher, students’ perceptions of math contents in the math reading materials, and factors influencing the teacher’s instructions. 一、The teacher’s difficulties and solutions in implementing CSR When the researcher applied CSR to math reading materials, what troubled the researcher most over the course of this study involved the employment of CSR by students, the teacher’s instructions, and contextual management. The CSR teaching was adjusted through the researcher’s CSR demonstration, student practice, instructional modifications, the change of student roles, seating alteration. Through this process, the teacher improved her abilities with regard to evaluating math reading materials, mastering various CSR strategies on math readers, and enhancing her teaching. 二、Factors mediating the teacher’s reading instructions 1. When the students merely attended how story plots develop, the teacher would modify the roles she had played in class in order to lead them to the perception of math. 2. When the students did not employ reading strategies as expected, the teacher would find ways to let them practice the reading strategies again. 3. When the teacher did not manage the class very well, she would modify her teaching in order to ensure that the students could read fluently. 4. When the students extended some issues out of their math knowledge or felt confused about them, the teacher would immediately clarify them conceptually. 三、Students’ perceptions of math contents in the math readers Through reading, the students could perceive math knowledge as a combination of conceptual knowledge, procedural knowledge, and the ability to solve problems. When reading picture books, the students perceived story contexts better than math concepts. The result was opposite in reading text-based books.. The study offers the following suggestions to those who would like to integrate math into reading classes: In reading classes, teachers can 1. incorporate math readers into general reading classes, 2. apply CSR to reading materials of other subjects, 3. try to utilize other reading strategies in the reading class based on math readers, and 4.find other time slots if there is no reading class. In reading classes incorporated with math readers, teachers can prioritize reading materials with interesting stories, clear math concepts, and students’ life experiences and minimize the difference in enjoyment among picture books involving math. Future research can be conducted on teachers, who can be challenged to choose text-based books as teaching materials for math teaching of more depth and breadth. Through instructional design, picture books involving math can be integrated into math classes.

There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age portends a lifetime of illiteracy for the majority of struggling readers. Given the greater weight placed on expository text from the junior grades onwards, children with reading disabilities become increasingly constrained by their reading deficits, putting them at risk of falling ever further behind their normally achieving peers. This ethnographic study, extending over an 8 month period and finishing on the last day of the school year, targeted older poor readers at the junior level. Less is known about their reading deficits, relative to younger struggling readers. Therefore, the first of three principal objectives aimed to extend understanding of the processes whereby older poor readers interact with expository text by providing a qualitative finer-grained assessment of their particular difficulties than presently exists. The second objective was focused on developing and implementing a cohesive program of research-based interventions that targeted critical requirements of successful interactions with expository text, including the ability to summarize, locate information, and attend to text structure. The third objective involved establishing and describing a collaborative, intensive research partnership with two classroom teachers at the junior level to implement and evaluate research-grounded interventions for their students with reading difficulties, working within the context of the regular classroom. The dual researcher role, as collaborator with the teachers and instigator of the intervention program, shaped a reconfigured model of special education, responsive to a diverse range of student needs and abilities, and situated within a content-rich, challenging curriculum. Parallel lessons afforded the opportunity to tier instruction with increasing intensity for the children with the highest needs. Results showed the critical importance of aggressively promoting self-efficacy, self-regulation, and metacognitve awareness for older struggling readers. As these children’s strategic repertoire increased, so, too, did their comprehension and comprehension-monitoring. Differentiated instruction that was tiered, flexible, and responsive supported social inclusion and social collaboration. Social context and authentic content became interwoven and instrumental in engaging the children, maintaining their motivation and sustaining their commitment to read to learn.
Thesis (Ph.D, Education) -- Queen's University, 2010-01-27 15:10:03.202

碩士
臺北市立大學
英語教學系
105
This study investigates the collaborative strategies used by learners in a remedial program of an elementary school in Taipei, Taiwan, during the Readers Theater (RT) practice, rehearsal, and final performance. RT’s contribution to the promotion of English proficiency and students’ perspective of RT are also explored. The qualitative approach was adopted for this study. Seven sixth-graders participated in this program, for the sessions conducted in the morning time, twice a week, for 14 weeks. The course conducted included instruction of Readers Theater for ELT: Gua Gua English, group discussion, and group practice. Class observations and in-depth interviews were the main data collected and analyzed. The findings present that most of students were in favor of RT instruction and its practice, which includes enhancement of collaboration skills and interpersonal relationship, improvement of oral and reading proficiency in English. In addition, from the in-depth interview, some students considered that RT could be applied in the regular English classes in the future if possible. Based on the research findings, some pedagogical suggestions are stated for teachers who might want to conduct the RT in the future.

Dissertação de Mestrado em Pedagogia do E-Learning apresentada à Universidade Aberta
A emergência da Web 2.0, ou Read/Write Web, é algo que vai muito para além do mero domínio tecnológico: ela é, mais do que uma revolução tecnológica, uma revolução social e cultural, estendendo-se a todas as áreas da sociedade. Em poucos anos, a Web 2.0 mudou radicalmente a forma como as pessoas utilizam a Internet e interagem com os outros, com a informação e com o conhecimento. De consumidores de conteúdos e informação, estes novos cidadãos digitais passaram também a ser produtores de informação, criando conteúdos que partilham e que passam a fazer parte do corpus de informação e de conhecimento disponíveis na Web, tomando para si o controlo de muitos processos e espaços tradicionalmente dominados por corporações e instituições. Do citizen journalism ou jornalismo participatório aos sistemas de recomendação dos próprios consumidores, é o embrião de uma democracia digital solidária, empenhada e voluntária que parece tomar forma. Quando vista na perspectiva do e-Learning, esta nova realidade provoca mudanças muito significativas, podendo falar-se na emergência do e-Learning 2.0. Os utilizadores trazem para as situações de aprendizagem uma série de necessidades e expectativas, de formas de actuar e de se relacionar com a informação e o conhecimento que exigem novos modos de facilitar e orientar a sua formação. Por um lado, aspectos como a independência e a autonomia na aprendizagem, a sua personalização e o controlo desse processo por parte de quem aprende, desde sempre fundamentais no ensino a distância, ganham agora uma nova dimensão e relevância, quando a cultura participatória da Web actual exigepedagogias, elas também, participatórias, em que os aprendentes sejam contribuintes activos para a sua experiência de aprendizagem. Por outro lado, a vivência em rede, assente na partilha, no diálogo e na colaboração, requer contextos em que a aprendizagem tenha uma forte dimensão social e a interacção e a colaboração sejam incentivadas. Novas perspectivas pedagógicas para a era digital, como o Conectivismo ou a Educação Rizomática, juntam-se às abordagens de raiz socioconstrutivista potenciadas pela utilização do software social. Enquanto alguém que aprende ao longo da vida, o utilizador Web 2.0 transporta consigo um conjunto de contactos, recursos, ferramentas e artefactos (dinâmico, mutável e evolutivo), uma espécie de portfólio pessoal combinado com uma rede social de comunicação e interacção, que constitui, de certa forma, o seu Ambiente Pessoal de Aprendizagem (Personal Learning Environment – PLE). As características deste contexto sociocultural, tecnológico e educativo e a experiência que resulta de viver e aprender nele conduzem a uma certa desestabilização e problematização de noções como as de autoria, validade e certificação do conhecimento, aprendizagem formal e informal, relação entre quem aprende e quem ensina ou natureza e finalidade do conhecimento, bem como do papel da Universidade e do Professor.
Abstract: The emergence of Web 2.0 or Read/Write Web is something that goes beyond technological development: more than a technological revolution, we are witnessing a social and cultural revolution spreading to all áreas of society. In a few years, Web 2.0 has radically changed the ways people use the Internet and interact with others and with information and knowledge. From consumers of content and information, these new digital citizens have become producers, creating content which they share and that becomes part of the information and knowledge freely available on the Web, claiming the control of many processes and contexts traditionally under the tight grip of corporations and institutions. From citizen or participatory journalism to the user recommendation systems, a solidary, committed and voluntary digital democracy seems in the making. When seen through the lens of e-Learning, this new reality brings changes significant enough to give rise to a new concept: e-Learning 2.0. Users bring into their learning experiences a series of needs and expectations, of ways of acting and relating to information and knowledge that call for new ways of facilitating anad guiding their learning. On the one hand, learner independence and autonomy, personalization of learning and learner control of the learning process, which have traditionally been some of the fundamental aspects of Distance Education gain a new dimension and relevance, when the participatory culture of the Web today demands pedagogies which are also participatory. On the other hand, the network experience, based on sharing, conversation and collaboration requires contexts in which learning has a strong social dimension and collaboration and interaction are fostered. New pedagogical perspectives for the digital era, such as Conectivism andRhizomatic Education, join socioconstructivist approaches enhanced by social software. As people who learn throughout their lives, Web 2.0 users carry with them a compound of contacts, resources, tools and artefacts (dynamic, mutable, evolving), a kind of personal portfolio combined with a social communication and interaction network which constitutes their Personal Learning Environment (PLE). The characteristics of this sociocultural, technological and educational context and the experience that results from living and learning in it lead to a certain destabilization and questioning of the notions of authorship, validity and certification of knowledge, formal and informal learning, relationship between who learns and who teaches and the purpose of knowledge, as well as the roles of the University and the Teacher.

This study explores the effects of engaging with contemporary dual language texts, specifically Cree texts, as a non-Cree educator intent on using the literature classroom as a place in which to explore cross-cultural communication. It considers how the in/accessibility of meaning when reading across cultural boundaries may be read as a challenge or a bridge for non-Cree readers. An interdisciplinary approach was employed as a research methodology to explore the potential interstices and intersections of Aboriginal epistemologies, decolonizing pedagogies, literary theories, and contemporary dual language texts. In order to begin defining the manner in which one perceives the significance of the code-switching and the varied translation practices within dual language texts, a reader response theory was developed and termed construal inquiry. As a decolonizing pedagogy that employs dialogic engagement with a text, construal inquiry is undrepinned by a self-reflective approach to meaning-making that is grounded in Luis Urrieta, Jr.'s (2007) notion of figured worlds, Jerome Bruner's (1991) model of narrative inquiry, and Mikhail Bakhtin's (1981) concept of heteroglossia. The research explores a collaborative approach to meaning-making with an awareness of how forms of subjectivities can affect reading practices. Texts that range from picture books to junior novels to autobiographical fiction are examined for the forms in which code-switching, culture, and identity can shape reader response and the dialogic discourse of cross-cultural communication. The research proposes experiential and contextual influences shape reading and interpretation and seeks to engage with how subjectivities affects pedagogical perspective, which negates a singular approach to linguistic and cultural representations and their interpretation. The research suggests that the complexities of negotiating meaning cross-culturally necessitiates relationship building with community members of the culture represented in a text and that engaging with code-switching in dual language texts using construal inquiry as a decolonizing pedagogy offers an opportunity to transform one's own subjectivity.

La présente recherche collaborative vise à mieux cerner le concept de justification à la suite d’une lecture littéraire. Plus précisément, nous avons identifié les stratégies justificatives utilisées par des élèves de 2e année (N=5) et de 4e année (N=6) et les enseignantes de 2e et de 4e année (N=2, soit une enseignante par niveau) lors de l’élaboration de leurs réponses à la suite d’une lecture oralisée par les enseignantes. Nous voulions également vérifier si le degré d’étayage offert avait un impact sur la fréquence et la diversité des stratégies justificatives utilisées par les élèves de 2e et de 4e année. Trois dispositifs didactiques ont été utilisés : la lecture interactive, la lecture REP (Réfléchir-Échanger-Partager) et le cercle de lecture. Les enseignantes de 2e et de 4e année ont utilisé les mêmes albums et les mêmes questions liées aux quatre dimensions de la lecture (compréhension, interprétation, réaction, jugement critique plus particulièrement lié à l’appréciation d’un texte littéraire) avec leurs élèves lors des discussions. Les enseignantes ont également évalué les justifications écrites des élèves et elles ont exprimé à voix haute les critères d’évaluation sur lesquels elles se sont appuyées pour juger de la qualité d’une justification. Nos résultats indiquent que 16 stratégies justificatives sont utilisées par les élèves ou les enseignantes : Appel à un extrait, une citation ou un exemple tirés du texte; Appel à un exemple qui n’est PAS tiré du texte ou de son expérience personnelle; Appel aux illustrations; Appel à une comparaison; Appel à des images fortes ou à des métaphores; Appel à un message à portée philosophique; Appel à son expérience personnelle; Appel à la visualisation; Appel aux propos des pairs, de l’enseignante ou de l’autorité; Appel à des informations implicites; Appel aux intentions des personnages; Appel aux intentions de l’auteur ou de l’illustrateur; Appel à porter un jugement; Appel à des indices linguistiques; Appel à utiliser le métalangage du schéma narratif et Appel à des mots précis pour exprimer sa justification. Les élèves de 4e année utilisent davantage de stratégies justificatives, soit en fréquence, mais également en variété lors de l’élaboration de leurs justifications. Ils sont également les seuls à utiliser la stratégie justificative Appel à des indices linguistiques. Nous avons recensé plusieurs techniques utilisées par les enseignantes de 2e et de 4e année pour soutenir les élèves lors de l’élaboration de leurs justifications. D’ailleurs, nos résultats indiquent que les capacités justificatives des élèves varient selon le degré d’étayage offert par les enseignantes (Approche partagée et guidée). Pour la lecture interactive, les élèves de 2e année « apprennent à utiliser » leurs stratégies justificatives dans ce dispositif grâce aux stratégies modélisées, partagées et guidées et les élèves de 4e année « développent leur autonomie » en utilisant leurs stratégies justificatives en lecture interactive de façon autonome. Nous constatons également que l’emploi des stratégies justificatives de haut niveau par les enseignantes pousse les élèves à utiliser des stratégies qu’ils utilisent peu ou pas habituellement. La lecture REP est le dispositif didactique qui a permis de générer le plus de stratégies justificatives de la part des élèves de 2e année. Grâce à sa structure, plusieurs niveaux d’étayage sont possibles, ce qui permet aux élèves de 2e et de 4e année de s’entraider dans la construction de leurs justifications (approche guidée par les pairs). Le cercle de lecture, tel qu’utilisé par les enseignantes dans le cadre de cette recherche, s’avère le dispositif le moins efficace pour les élèves de 2e année. La baisse du nombre de stratégies justificatives observées est directement liée au faible niveau d’étayage offert par l’enseignante. En revanche, le cercle de lecture apparaît comme un dispositif didactique plus pertinent pour les élèves de 4e année. C’est d’ailleurs le dispositif qui a généré le plus de stratégies justificatives de leur part. Par sa structure, il permet aux élèves d’aider leurs pairs (approche guidée par les pairs), mais également de coconstruire la discussion. Finalement, les deux enseignantes qui ont participé à ce projet de recherche identifient davantage de stratégies justificatives utilisées par leurs élèves et elles ont modifié leurs critères d’évaluation pour juger de la qualité d’une bonne justification lors de la deuxième phase d’évaluation. Nous croyons que d’orienter la formation vers l’évaluation en aide à l’apprentissage permettrait aux enseignants du Québec de mieux identifier, rétroagir et réguler les stratégies justificatives de leurs élèves.
This collaborative research aims to better understand the concept of reading response. More specifically, we have identified the strategies used by 2nd (N=5) and 4th grade students (N=6) and teachers (N=2) when developing their responses. We also wanted to check whether the degree of support offered had an impact on the frequency or diversity of the response strategies used by 2nd and 4th grade students. Three didactic methods were used: the interactive read aloud, the think-pair-share strategy and literature circles. Teachers in Grades 2 and 4 used the same literature books and the same questions related to the four dimensions of reading (comprehension, interpretation, reaction and critical judgement) with their students during the discussions. The teachers also assessed the students' written responses and we identified the criteria they used to judge the quality of a good response. Our results indicate that 16 response strategies were used by students or teachers to develop their response to literature: Use of an excerpt, a quote or an example from the text, Use of an example that is NOT taken from the text or its personal experience, Use of an illustration, Making a comparison, Use of a strong image or metaphor, Use of a philosophical message, Use of a personal experience or a connection with one's life, Visualization, Reinvesting the response of a peer, teacher or authority, Use of implicit information or inferences, Use of characterization, Noticing author’s purpose and illustrator’s intent, Use of a judgment, Use of linguistic cues, Use of structures and features of the narrative text to describe an element of the story and finally, Use of specific and precise words to respond. Grade 4 students use more response strategies, not only in frequency, but also in variety when developing their reading responses. They are also the only ones to use the response strategy: Use of linguistic cues. Several techniques are used by 2nd and 4th grade teachers to support students in developing their responses. Our results indicate that the students' responses strategies vary according to the degree of support offered by the teachers (shared and guided approach). 8 Regarding the results related to the interactive read aloud, 2nd grade students "learn to use" their strategies in this didactic method through modeled, shared and guided strategies. 4th grade students "develop their autonomy" by using their response strategies independently during interactive read alouds. We also find that the use of high-level response strategies by teachers pushes students to use response strategies that they don’t usually, or rarely, use. The Think-Pair-Share strategy is the didactic method that has generated the most response strategies on the part of 2nd grade students. Thanks to its structure, several levels of support are possible, which allows the students to help each other in the construction of their responses (peer-guided approach). Literature circles turn out to be the least effective method for 2nd grade students. The drop in the number of response strategies observed is directly linked to the low level of support offered by the teacher. On the other hand, literature circles are an interesting didactic method for 4th grade students. It is the method that generated the most response strategies. By its very structure, it allows students to help their peers (peer-guided approach), but also to co-construct the discussion. Finally, the teachers who participated in this research project identified more response strategies at the end of this project than they did before it began. We also note that their evaluation criteria for judging the quality of a good response deepened during the second evaluation phase. More research is needed to better understand the teaching practices that promote the development of reading response. We believe that orienting training towards formative assessment would allow teachers in Quebec to better identify, give feedback and support the response strategies of their students.