Relevant bibliographies by topics / Electronic literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Electronic literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Electronic literacy"

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Polkinghorne, Jan. "Electronic literacy, part 2: Electronic writing." Australian Journal of Learning Disabilities 9, no. 2 (June 2004): 26–27. http://dx.doi.org/10.1080/19404150409546762.

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Sykes-Austin, Barbara. "ELECTRONIC LITERACY: CD-ROM." Art Documentation: Journal of the Art Libraries Society of North America 13, no. 3 (October 1994): 115–17. http://dx.doi.org/10.1086/adx.13.3.27948655.

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Grefen, Paul. "Digital Literacy and Electronic Business." Encyclopedia 1, no. 3 (September 7, 2021): 934–41. http://dx.doi.org/10.3390/encyclopedia1030071.

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Digital literacy is a term that traditionally describes the extent to which a person is able to use interactive digital devices for living and working, such as computers and smartphones, as well as services delivered through these devices. The advent of the digital society at large and electronic business, specifically in the past decades, has broadened the use of digital devices beyond the isolated uses of working and simple communication; this advent has created digital ecosystems in which workers and consumers are embedded to various degrees, such as social media platforms or integrated shopping and media platforms. This embedding implies that a traditional, narrow notion of digital literacy needs to be extended and made more precise. For this purpose, we use the related notions of digital dexterity, digital proficiency and digital awareness. The term digital dexterity describes the extent to which an individual can handle or operate digital devices or services from a physical perspective. The term digital proficiency describes the extent to which an individual can use digital means to effectively and efficiently facilitate their living and working. The term digital awareness describes the extent to which individuals can understand what their position in digital ecosystems is, including the opportunities and threats of participating in these ecosystems. Digital literacy in the modern, broad interpretation is then the combination of digital dexterity, digital proficiency and digital awareness.
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Olsen, Jan Kennedy. "The electronic library and literacy." New Directions for Higher Education 1992, no. 78 (1992): 91–102. http://dx.doi.org/10.1002/he.36919927812.

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Xia, Jianping. "Multidimensional Electronic Texts Benefits Literacy Learning." Science Insights Education Frontiers 8, S1 (January 22, 2021): 8. http://dx.doi.org/10.15354/sief.21.s1.ab019.

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Chinese class is an essential subject in humanities and social science, with the characteristics of instrumentality and humanity, and the concentration on students’ language construction, cultural understanding, thinking development, and aesthetic appreciation. Meanwhile, the development of Chinese language literacy must be based on words cognitive and language using abilities. The application of multidimensional electronic texts is helpful to Chinese literacy teaching and the development of students’ wisdom. Specifically, the multidimensional electronic text contains assorted new words and a series of words and paragraphs, including group study requirements, reading, dubbing, paragraph generalization, summary, central ideas, writing features, word assessment, etc. This article analyzed specific supporting functions of multidimensional electronic texts in teaching Chinese character “literacy”; It analyzed and showed the specific application methods of multidimensional electronic texts in primary school literacy teaching roles, promoting students’ wisdom development by selecting specific cases.
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Selfe, Cynthia L., and Gail E. Hawisher. "A Historical Look at Electronic Literacy." Journal of Business and Technical Communication 16, no. 3 (July 2002): 231–76. http://dx.doi.org/10.1177/1050651902016003001.

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J Topping, Michael C Mckenna, Keith. "INTRODUCTION TO ELECTRONIC LITERACY-PART II." Reading & Writing Quarterly 15, no. 3 (June 1999): 193–96. http://dx.doi.org/10.1080/105735699278170.

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J Topping, Michael C Mckenna, Keith. "INTRODUCTION TO ELECTRONIC LITERACY-PART 1." Reading & Writing Quarterly 15, no. 2 (March 1999): 107–10. http://dx.doi.org/10.1080/105735699278224.

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Stubbings, Ruth, and Alan Brine. "Reviewing electronic information literacy training packages." Innovation in Teaching and Learning in Information and Computer Sciences 2, no. 1 (July 2003): 1–8. http://dx.doi.org/10.11120/ital.2003.02010001.

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Meskill, Carla, Jonathan Mossop, and Richard Bates. "Bilingualism, Cognitive Flexibility, and Electronic Literacy." Bilingual Research Journal 23, no. 2-3 (April 1999): 235–46. http://dx.doi.org/10.1080/15235882.1999.10668689.

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Dissertations / Theses on the topic "Electronic literacy"

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Vaughn, Jennifer Sykes. "Facilitating language and literacy development: A dual language perspective." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10647.

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With an increasingly bilingual population, children have more opportunities for dual language education. Literacy activities at home have been correlated with reading and writing success; however, helping a child learn in a language in which the parent is not fluent could create challenges. Parents of students who attend a K-8 dual language school completed a survey asking how they help their child obtain literacy skills in both languages. Over 200 surveys from both English and Spanish speaking households were analyzed to determine what strategies parents utilize. Follow up interviews were conducted by the investigator to ask additional questions about parent activities and learn if parents had special concerns about the dual language school environment. Reading books was widely chosen by parents when asked what activities they used to help facilitate literacy and language learning in both the home language and secondary language. English speaking families tended to rely more on school functions to help facilitate learning and literacy in Spanish. The Spanish speaking families reported a high usage of TV shows and movies as a tool to help their children develop their second language, English. Although some reported feeling concerned about their children learning two languages at once, the benefits that they saw from the experience outweighed any academic concerns.
Thesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Communication Sciences and Disorders
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Saunders, Ryan C. "Beyond media literacy in the language arts classroom [electronic resource] /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Saunders_RCMIT2010.pdf.

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Watson, Linda Alane. "The relationship between internet use, self-efficacy, health literacy and health." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10648.

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Over the last few years, Internet use has expanded to the older adult population, according to the Pew Internet Project, 53% of adults aged 65 and over are now online (2012). Once online, studies have suggested that seeking out health information is one of the most popular online activities for adults. The purpose of this study was to better understand the potential of older adults improving their health literacy through the gathering of Internet-based health information. This project was designed to evaluate the relationship between Internet use, Internet self-efficacy, health literacy, and health status among adults aged 50 years and older. One hundred and eighty three men and women (mean age = 75.01 plus/minus 10.53 yrs) were recruited from local community programs, senior centers, and retirement communities. Participants completed five questionnaires. Based on results participants were separated into two groups: health literate and low health literate. There was no difference between the groups and the level of health literacy and self-reported health. There was a trend for the health literate participants to report greater self-rated health. The largest differences were observed for physical and emotional limitations. Health literate participants achieved a higher level of education. Results suggest that regardless of level of health literacy, the older adults in this sample had similar experience with computer/Internet use and ownership. With respect to self-efficacy, differences were noted for the variable addressing the gathering of information, but none of the other variables.
Thesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Public Health Sciences
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Mason, Jean S. "From Gutenberg’s galaxy to cyberspace : the transforming power of electronic hypertext." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42297.

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Literacy, as we have come to understand and teach it, is currently in a situation of critical change. New and increasingly complex electronic technologies are creating new literacies; however, our present concepts of literacy are heavily grounded in Gutenbergian print. This traditional understanding is inadequate for the new and complex literacy of digital discourse. This dissertation foregrounds the issue of how literacy, as manifest in the writing process, is affected when composing in hypertext, most especially in the context of the Internet. This research takes the form of an emergent, field-based, modified case study approach. It is shaped in response to the overarching research question: How are writer's perceptions of the new rhetorical situtations presented by hypertext affecting thelr attitudes towards writing and the consequent decisions they make in response to these perceptions? Information was collected in the form of interviews, observations, journals, correspondence, and artefacts. Methods for collection included both personal contact and technology-assisted remote contact, including email, instant messaging, telephone, traditional mail, and fax. The experiences of seven major informants form the central focus of this study; the experiences of approximately ninety minor informants are included in a more peripheral way. This study offers a detailed description of the complex and dynamic ways in which these writers perceived hypertext as a new rhetorical space, and the consequent writing decisions they made in response to these perceptions. It interprets their experiences in the immediate context of writing theory and hypertext theory, suggests practical applications based on these interpretations, and projects a direction for further study.
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Justice, Natalie. "Improving Preschool Students’ Engagement and Early Literacy Skills through Electronic Shared Storybook Reading." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561393754175235.

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Stone, Kimberly A. "Enhancing early literacy skills of pre-kindergarteners with histories of expressive phonological impairments: a preliminary study." Thesis, Copyright Kimberly A.Stone, 2006. All rights reserved, 2006. http://hdl.handle.net/10057/363.

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Seven boys who had received intervention for highly unintelligible speech were tested for metaphonological awareness skills and alphabetic knowledge at the beginning of the summer prior to their entering kindergarten. Five of these boys participated in 12 small-group [2-hour] sessions that incorporated lessons from a comprehensive multisensory early literacy program. Two of the seven boys were not able to participate in the sessions because of summer activity conflicts. Post-treatment scores were compared with pre-treatment scores for each of the boys and for the two groups. Results indicated that the children in the treatment group made substantially greater gains on tasks measuring metaphonological awareness skills and alphabetic principle knowledge during the 6-weeks period than the boys who did not receive services.
Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Disorders and Sciences.
"May 2006."
Includes bibliographic references (leaves 62-68)
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Coyne, Margaret Ann. "E-merging literacy: assisting parents to scaffold the emerging literacy skills of their pre-school-aged children through the use of electronic storybooks." Thesis, Boston University, 2006. https://hdl.handle.net/2144/31639.

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Thesis (Ed.D>)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The importance of parents reading to their young child is well supported by research (Heath, 1986). However, Edwards (1989) found that parents whose own literacy skills are emerging have difficulty supporting the emerging literacy skills of their young children through storybook reading. The development of a new paradigm, Universal Design for Learning (UDL) (Meyer & Rose, 1998; Rose & Meyer, 2002) provides a framework for the use of computer technology to support learning. Drawing on Vygotsky's (1978; 1986) socioconstructive theory of learning and the latest advances in the neurosciences, UDL investigates how technology can support diverse learners. This study examined whether UDL-based technology might help parents who are themselves emerging readers support their children's literacy development. The purpose of this ABA single-subject design study was to determine whether parents, whose own literacy skills are emerging and who want to learn more about reading to their children, can benefit from a five-week instructional approach that uses electronic stories with text-to-speech and embedded prompts to scaffold the emerging literacy skills of their pre-school-aged children. The embedded prompts support parents in the use of three storybook reading behaviors: 1) labeling pictures, 2) making connections between the children's own experiences and the text, and 3) prediction. The sample for this study included three mothers and their pre-school-aged sons who were enrolled in Head Start. Data analysis included examination of changes in parents' storybook reading behaviors and changes in children's language, literacy knowledge and behaviors. Transcripts of parents' language samples recorded while reading stories to their children were coded for targeted language behaviors using NVivo (1999). Using the Software for Analyzing English and Spanish Language Samples (1986), children's pre, during, and post-intervention language samples during storybook reading and story retelling were analyzed. In addition, Morrow's (1985) Story Retelling Rubric and Concepts About Print (Clay, 2000) were measured pre- and post-intervention. When parents use of targeted storybook reading behaviors increased, if their children's pre-intervention scores on language measures were below age-level, the children's scores on post-intervention measures improved to age-level or above. In addition, the children's scores on measures of story retelling and print knowledge improved.
2031-01-01
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Phaup, Kristen Michelle. "Striving toward a critical theory of technology pedagogy in literacy education /." Electronic version (Microsoft Word), 2003. http://dl.uncw.edu/etd/2003/phaupk/kristenphaup.html.

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Orr, Angela. ""I don't want to learn this stuff" a study of middle school students in a media literacy curriculum /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1460768.

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Allison, Jean Caramanico. "Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?" Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/405518.

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Educational Psychology
Ph.D.
This dissertation presents the results of an intervention study examining whether electronic picturebook applications on a tablet computer support the development of print knowledge in preschool age children in low literacy childcare environments. Print knowledge is one of the earliest literacy skills to develop and there is evidence that children who enter kindergarten without this skill are less likely to be reading on grade level two years later (Piasta et al., 2012; Whitehurst & Lonigan, 1998). Since print knowledge is so critical for later literacy development, it is important to make sure that all children acquire this capacity. The sample for this study consisted of 3 and 4 year old children who attended six low literacy classrooms in four childcare centers located in Delaware and Chester Counties. Classrooms were randomly assigned as either experimental or control. A tablet computer preloaded with interactive electronic picturebooks was added to the experimental classroom for children to interact with during free play. Teachers were told not to use the tablet for individual, small or large group reading and there were no other changes to the literacy environment. Children were allowed to play with the tablet as a free choice activity. There were no changes to the literacy environment of the control classrooms. A pre-test/post-design using the Get Ready To Read Screening tool measured changes in children’s print knowledge learning over the three month period of time in which the study was conducted. The quality of the literacy environment was measured at the beginning and end of the study. Additional data were gathered through teacher and family questionnaires and classroom observation. The frequency and duration of tablet use was also tracked. The results indicate that there were no positive significant differences in print knowledge from pre to post test. This indicates that the teacher is still the most critical component of the emergent literacy environment.
Temple University--Theses
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Books on the topic "Electronic literacy"

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Stananought, Joyce. Computer literacy cards. Ormskirk: Sanda, 1985.

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Mount, Joyce. Information technologyand computer literacy. Maidenhead: McGraw-Hill, 1990.

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Information literacy & technology. 4th ed. Dubuque, Iowa: Kendall/Hunt, 2008.

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Johnston, Jerome. Electronic information: Literacy skills for a computer age. Ann Arbor, Mich: National Center for Research to Improve Postsecondary Teaching and Learning, 1986.

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Bangert-Drowns, Robert L. Electronic texts and literacy for the 21st century. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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1951-, Sullivan Patricia, and Dautermann Jennie, eds. Electronic literacies in the workplace: Technologiesof writing. Urbana, Ill: National Council of Teachers of English, 1996.

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List, Carla. Information literacy and technology. 3rd ed. Dubuque, Iowa: Kendall/Hunt, 2005.

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Bidgoli, Hossein. Information systems literacy andsoftware productivity tools. New York: Macmillan, 1991.

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Sally, Preston, and Ferrett Robert, eds. Computer literacy for IC3. Upper Saddle River, N.J: Pearson/Prentice Hall, 2009.

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Reading, writing, and digitizing: Understanding literacy in the electronic age. Newcastle upon Tyne: Cambridge Scholars Pub., 2012.

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Book chapters on the topic "Electronic literacy"

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Walsh, Vincent. "Electronic Data Processing." In Computer Literacy, 75–78. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07674-1_13.

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Fortunati, Leopoldina. "Electronic Textuality: Introduction." In From Literature to Cultural Literacy, 141–47. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137429704_10.

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Wong, Kevin M., and Susan B. Neuman. "The Power of a Story: Reading Live and Electronic Storybooks to Young Children." In Literacy Studies, 157–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20077-0_9.

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Mpe, Phaswane. "Orality and Literacy in an Electronic Era." In Refiguring the Archive, 229–42. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0570-8_14.

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Okoye, Adaobi N. "Electronic Resources and Literacy Skill in Igbo." In Current Issues in Descriptive Linguistics and Digital Humanities, 697–704. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2932-8_47.

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Violi, Patrizia. "Electronic Dialogue Between Orality and Literacy. A Semiotic Approach." In Dialoganalyse VI/1, edited by Svetla Cmejrková, Jana Hoffmannová, and Olga Müllerová, 263–82. Berlin, Boston: De Gruyter, 1998. http://dx.doi.org/10.1515/9783110965056-026.

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Põldaas, Mai. "Print or Electronic? Estonian Students’ Preferences in Their Academic Readings." In Information Literacy: Key to an Inclusive Society, 238–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_23.

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Summers, Kathryn, and Jonathan Langford. "The Impact of Literacy on Usable and Accessible Electronic Voting." In Universal Access in Human-Computer Interaction. Access to the Human Environment and Culture, 248–57. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20687-5_24.

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James, Diana P. "“Bonkers”. Increasing Literacy Skills: An Eclectic Electronic Teaching Approach Gone “Bonkers”." In Lecture Notes in Computer Science, 662–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45491-8_127.

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Landøy, Ane, and Almuth Gastinger. "Print or Electronic Course Readings: Implications for Library Space and Information Literacy Programmes." In Communications in Computer and Information Science, 340–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13472-3_32.

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Conference papers on the topic "Electronic literacy"

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Ritchie, Ian. "The future of electronic literacy (abstract)." In the ACM conference. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/168466.168471.

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Sood, Saurabh, and Niti Saxena. "Universal Digital Literacy." In ICEGOV '17: 10th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3047273.3047335.

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Kanta, Made J. W., and Agus Zainul Arifin. "Financial Protection and Literacy to Financial Inclusion Usage Electronic Transaction." In 3rd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220404.117.

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Fahey, Nichole. "Training to Overcome Electronic-Information Poverty. An Australian Experience." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2365.

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The rise of the information revolution has led to information becoming a major producer of wealth. This revolution has increased the importance of being able to access and utilise information from a variety of sources, including information published electronically. The Skills.net program was designed to increase electronic- information literacy skills by providing "free or low cost access to training in on-line services and the Internet for those in the community who are least likely to have access.” (Cavill and Miller, 1998) This study found that the Skills.net program did increase electronic- information literacy. However the program was not as successful as it could have been, as it did not adequately address the accepted training needs of its participants.
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Subarkah, Cucu Zenab, Aditya Gunawan, Ferli Septi Irwansyah, and Uus Ruswandi. "The Development of Chemical-Literacy-Oriented Electronic Module on Battery Topic." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221505040509.

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Russo, Angelina, and Jerry Watkins. "NEW LITERACY NEW AUDIENCES: SOCIAL MEDIA AND CULTURAL INSTITUTIONS." In Electronic Visualisation and the Arts (EVA 2008). BCS Learning & Development, 2008. http://dx.doi.org/10.14236/ewic/eva2008.26.

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Patankar, Rishikesh, Sanjay Kumar Vyas, and Dinesh Tyagi. "Achieving Universal Digital Literacy for Rural India." In ICEGOV '17: 10th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3047273.3047325.

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William Lopes, Gabriel, and Vitor Gonçalves. "Assessment of scientific literacy levels of IPB students." In INNODOCT 2021. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13631.

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The higher education institutions use scientific and multidisciplinary electronic publication with an anonymous review process and free access to spread technical and scientific knowledge. The Instituto Politécnico de Bragança (IPB) has two electronic journals with the aim of provoking, in young people, the search for wisdom, scientific spirit, respect for authorship and boosting reading and writing skills. This paper presents an exploratory research that evaluated the student's production and publication from IPB by applying a questionary about scientific literacy in the first semester of the 2020/2021 academic year. Participated 102 individuals, majority women, with Portuguese nationality, undergraduate students from Higher School of Education of IPB. The analysis revealed that 71 (69,6%) students have difficulties linked to reading and comprehension skills, just as 82 (80,4%) with scientific writing. That aspect may concern a shortage that debate characteristics of scientific reading, interpretation, and publication. Also, 85 (83.3%) students had not yet published any article, which may require scientific literacy for a better understanding of the scientific method. However, it was possible to note several other types of production developed within the scope of school activities, which may come to stimulate scientific literacy.
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Gellner, Carolin, Luis Perotti, Anne Koppenburger, Ilona Buchem, Michael Dietrich, and Anika Heimann-Steinert. "DIGITAL LITERACY OF SENIORS IN THE CONTEXT OF THE ELECTRONIC HEALTH RECORD." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0374.

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Marques, Diana, Robert Costello, and José L. Azevedo. "Augmented Reality Facilitating Visual Literacy for Engagement with Science in Museums." In Electronic Visualisation and the Arts (EVA 2013). BCS Learning & Development, 2013. http://dx.doi.org/10.14236/ewic/eva2013.31.

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Reports on the topic "Electronic literacy"

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STROYKOV, S., and I. NIKITINA. THE CURRENT STATE OF THE PROBLEM OF HYPERTEXT IN LINGUISTIC LITERATURE. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-3-50-73.

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In this paper it’s the first time the authors have reviewed linguistic literature (2008-2022) devoted to the problem of literary and electronic hypertext. The purpose of the paper is to review linguistic literature and identify the current state of the problem of literary and electronic hypertext. Materials and methods. On the basis of this purpose we reviewed 42 scientific papers published in 2008-2022 and representing the results of linguistic research of literary and electronic hypertext. For our study we used an analytical and descriptive method, which is traditional for linguistics and allows us to solve the tasks set in our paper. Results. A review of linguistic papers has shown that hypertext is a relevant subject of linguistic research. Scientists propose various definitions of this concept; consider it as a “special information and communication environment”. Many studies are devoted to literary (fiction and non-fiction) hypertext, however, a much larger number of papers are devoted to various aspects of electronic hypertext, including electronic fiction hypertext and electronic hypertext of some genres (news genres, online advertising, social network and online diary community as well as websites). We consider that it is the electronic environment where hypertext is implemented in all its functions. Practical implications. The results of the study can be used as a theoretical basis for further theoretical and practical study of various aspects of literary and electronic hypertext.
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TARAKANOVA, V., A. ROMANENKO, and T. TROITSKAYA. FACTORS AND RISKS OF ENVIRONMENTAL SAFETY OF THE CITIES OF THE MOSCOW REGION. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-2-19-29.

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In this paper it’s the first time the authors have reviewed linguistic literature (2008-2022) devoted to the problem of literary and electronic hypertext. The purpose of the paper is to review linguistic literature and identify the current state of the problem of literary and electronic hypertext. Materials and methods. On the basis of this purpose we reviewed 42 scientific papers published in 2008-2022 and representing the results of linguistic research of literary and electronic hypertext. For our study we used an analytical and descriptive method, which is traditional for linguistics and allows us to solve the tasks set in our paper. Results. A review of linguistic papers has shown that hypertext is a relevant subject of linguistic research. Scientists propose various definitions of this concept; consider it as a “special information and communication environment”. Many studies are devoted to literary (fiction and non-fiction) hypertext, however, a much larger number of papers are devoted to various aspects of electronic hypertext, including electronic fiction hypertext and electronic hypertext of some genres (news genres, online advertising, social network and online diary community as well as websites). We consider that it is the electronic environment where hypertext is implemented in all its functions. Practical implications. The results of the study can be used as a theoretical basis for further theoretical and practical study of various aspects of literary and electronic hypertext.
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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Mierzwa, Stanley. Approaches that will yield greater success when implementing self-administered electronic data capture ICT systems in the developing world with an illiterate or semi-literate population. Population Council, 2013. http://dx.doi.org/10.31899/rh3.1045.

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