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Dissertations / Theses on the topic 'Electronic literacy'
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1
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 UniversityPLEASE 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 PsychologyPh.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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Mata, Songezo. "E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective." University of the Western cape, 2015. http://hdl.handle.net/11394/5576.
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Magister Commercii (Information Management) - MCom(IM)The high rate of youth unemployment is a global phenomenon and a worrying factor. This contradicted the opportunity presented by the ICT sector, which requires e-skills, particularly e-literacy/or digital literacy skills in the entire sectors of the economy, not only ICT. Ala-Mutka (2011) defines e-literacy skills as the "basic technical use of computers and the internet". ICT skills are viewed as essential in the modern day world in order to improve individual’s chances of securing and keeping employment. Various initiatives to improve youth employability in South Africa, particularly those that are studying TVET colleges or those have already graduated. Various approaches have been adopted such envisaged by the White Paper for Post-School Education and Training of 2013 i.e. preparation for workplace, self-employment through close cooperation of TVET colleges and industry (DHET, 2013). Employers assume that graduates are familiar with computer and Internet usage. Thus, the study set the following objectives: • To understand the theoretical and contextual background of promoting employability; • To explore existing employability frameworks that might be relevant for promoting employability; • To identify and categorize the factors that are relevant for promoting employability obtained from pertinent literature; • To validate these factors by interviewing key TVET stakeholders and ICT experts; • To propose an employability framework customized for the South African context; and • To explain the use of these factors within the proposed employability framework. The objectives were realised by reviewing pertinent literature, which led to the development of an employability conceptual research framework for South Africa. A conceptual research framework that consists of five factors from the e-skills national curriculum competency framework: (i) e-skills for service delivery; (ii) e-skills for new jobs; (iii) e-skills for existing jobs; (iv) self-employment; and (v) ICT practitioner skills. In-terms of e-skills levels i.e. ICT user skills, e-business skills and ICT practitioner skills. The first three sets of e-skills are associated with ICT user skill, e-skills for self-employment are associated with e-business skills and then ICT practitioner skills. This conceptual research framework was subsequently empirically verified using an interpretive approach by interviewing key TVET stakeholders and an ICT expert. The empirical findings affirmed the validity of the above-mentioned employability factors but also uncovered two additional factors: (iv) practical experience and infrastructure. These factors were subsequently incorporated into the final employability framework for South Africa. The main contribution of this study is the fact that it brings a new employability framework for TVET colleges for the South African context, with the hope that it can be applicable in similar environments in the developing context. There are some limitations in the present study due to a small research sample that was caused by the unavailability of employed graduates. However, it is believed that this limitation did not deem the results and the academic and practical contribution of the study invalid.
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Burnheim, Robert. "Assessment tasks in vocational education and training: Is the student required to work with information?" Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36582/1/36582_Digitised%20Thesis.pdf.
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This is a study of the levels of information processing skills required to complete assessment tasks in four vocational education and training programs: Associate Diploma programs in Justice Administration, Engineering, Accounting and Rural Technology. The study was based on a contention that many of the driving forces, Federal Government review committees and industry groups, affecting the competency-based vocational education and training curricula have clearly stated an expectation that students not only gain basic competencies in various skill and knowledge areas, but also that they should be challenged to maximise their skill and knowledge levels through being confronted with tasks requiring higher levels of information processing.
A review of literature revealed that, while research has been undertaken in other educational sectors into the information processing levels required to answer questions, no research was able to be found on this topic, based on data gathered from the vocational education and training sector. One of the outcomes of this study has been that this information, that of information processing levels identified with a number of vocational education and training programs, has become available. To gather these data, several taxonomies and schemes to classify question types were examined and two, the Bloom (1956) taxonomy and the Armbuster and Ostertag (1989) scheme, were chosen for use.
The study provides information and comment based on data gathered from three sources: curriculum documentation, assessment tasks set within the four program areas and information provided through a questionnaire/structured interview put to a number of vocational education and training teachers. These data are compared to the information gained from interpretation of the desired direction, as indicated by vocational education and training driving forces, of the curricula.
The findings of this study were that, while organisations and committees, described as curriculum drivers, supported the use of higher level information processing skills, the majority of curriculum documents and assessment tasks set by teachers focussed on the use of lower levels of information processing. Overall, there was only minimal assessment of the use of higher level information processing skills. In some cases, the ability to use higher level information skills was not assessed.
As this study was undertaken as part of an Ed.D. program, an outcome focus was on the improvement of educational practice. In this case, the results of the study have been applied to a Diploma-level program for persons involved in the correctional services industry. The way in which the outcomes of the study have been applied are discussed. In particular, reference is made to an assessment task structure that purposely requires the use of information processing skills at increasingly higher levels of cognitive activity.
To assist future researchers, bearing in mind that little if any data of this type had been previously gathered from the vocational education and training sector, comprehensive data tables are included in the appendices.
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Wang, Minjuan. "The construction of shared knowledge in an internet-based shared environment for expeditions (iexpeditions) : a study of external factors implying knowledge construction /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013041.
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Maybury, Terrence. "Internal+/-External Terrains: A Meditation On the Productive Skein of Electracy." Thesis, Griffith University, 2002. http://hdl.handle.net/10072/368113.
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Internal+/-External Terrains is a meditation on the nature of electronic creativity, primarily from a production point of view. It seeks to arbitrate and synthesise a range of skills, attributes and ideas that might constitute the field of electronic aesthetics. It does this from the perspective of electronic artists, and the socio/economic/cultural system they increasingly serve. The aesthetics of electronic production, as looked at through the framework of electracy, serves as a model through which to locate some specific shifts in both self-making, and capitalism, in both their Post-Fordist, and globalising manifestations. Internal+/-External Terrains is a meditation on the re-conceptualisation going on in electronic meaning-making, as it is currently happening at the interfaces of the psyche, the politico-cultural domain, and in the techno-aesthetic apparatus of its production. Through the compilation of a possible program in electracy (of its various aesthetic components as used in production), along with a brief outline of the electronic artist, Internal+/-External Terrains situates both, as role-model and epicentre, of an increasingly accepted mode of abstraction: Radial-Logic©. And it is this omnidirectional form of abstraction currently lighting the cyber-cohering logic of an already arrived future.Thesis (Masters)
Master of Philosophy (MPhil)
School of Film, Media and Cultural Studies
Arts, Education and Law
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Rugbeer, Hemduth. "Communicating by ordering electrons : the development of electronic communication as part of a secondary school Communication Science curriculum in the Language, Literacy and Communication learning area." Thesis, University of Zululand, 2001. http://hdl.handle.net/10530/314.
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A thesis submitted in fulfilment of the requirements for the Degree of MA in Communication Science, University of Zululand, 2001.In this thesis I focus on the introduction of Electronic Cornmunication as part of an envisaged Communication Science curriculum in the Language, Literacy and Communication Learning area of the Further Education and Training band. In the course of my thesis I will show that the requisite elements of verbal and written cornmunication are dispersed throughout the Language, Literacy and Communication learning area in the General Education and Training band, and that they can be utilised as basis for formally introducing Communication Science, as a subject in the Language, literacy and Communication learning area in the Further Education and Train¬ing band. I also show that electronic communication will form a crucial area of study in such a Communication Science curriculum. I argue that due to the diversity of cultures in South Africa, cross-cultural cornmunication is required in such a curriculum. I also argue that by the very na¬ture of Outcomes-Based Education it is necessary to have a subject into our school curriculum that will form an interface with conceptual learning and experiential learning, that will contextu-alise language study within the more comprehensive scope of forms of human communication, and that will form an interface between the humanities and science to prevent the humanities from becoming soft options in Further Education and Training band learning programmes. To this effect I focus on the crucial role of Constructivism as integrating theory to account for vari¬ous approaches to motivational learning, the primary form of learning required in Outcomes-Based Education. I examine the principles of curriculum construction in OBE and its associated culture of learn¬ing against the backdrop of the theory of Situated Cognition. This presents a platform to argue the case for Electronic Communication as part of Communication Science in the Further Edu¬cation and Training band curricula in South African schools.
National Research Foundation
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Baird, Neil P. "The embodied literacies of collegiate football players." abstract (free order & download UNR users only), 2007. 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:3289457.
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Maybury, Terrence, and n/a. "Internal+/-External Terrains: A Meditation On the Productive Skein of Electracy." Griffith University. School of Film, Media and Cultural Studies, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031009.112120.
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Internal+/-External Terrains is a meditation on the nature of electronic creativity, primarily from a production point of view. It seeks to arbitrate and synthesise a range of skills, attributes and ideas that might constitute the field of electronic aesthetics. It does this from the perspective of electronic artists, and the socio/economic/cultural system they increasingly serve. The aesthetics of electronic production, as looked at through the framework of electracy, serves as a model through which to locate some specific shifts in both self-making, and capitalism, in both their Post-Fordist, and globalising manifestations. Internal+/-External Terrains is a meditation on the re-conceptualisation going on in electronic meaning-making, as it is currently happening at the interfaces of the psyche, the politico-cultural domain, and in the techno-aesthetic apparatus of its production. Through the compilation of a possible program in electracy (of its various aesthetic components as used in production), along with a brief outline of the electronic artist, Internal+/-External Terrains situates both, as role-model and epicentre, of an increasingly accepted mode of abstraction: Radial-Logic©. And it is this omnidirectional form of abstraction currently lighting the cyber-cohering logic of an already arrived future.
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Iqbal, Javed. "Digital literacy and access for educational inclusion : a comparative study of British Muslim girls schools." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/18095/.
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The educatiuonal achievements of British Muslims, particularly South Asians, have been studied in past decades, but, unfortunately, the impact of digital technologies on young Muslim children has not recieved sufficient attention. In addition, past studies mostly relied on quantitative methods to gain knowledge on the educational achievements of British Muslims. The thesis is grounded in a qualitative approach within a social constructionist paradigm, to elicit the views of young British Muslim girls on their use of digital technologies for educational achievements. The data presented were obtained by carrying out semi-structured interviews with a sample of young (14-19 year old) British Muslim girls at three single-sex Islamic faith schools, and were analysed using mainly template analysis, and also matrix analysis and cross-case analysis within and cross the case studies. It was found that most of the female Muslim students interviewed for this research study were satisfied and performed competently at case Islamic faith schools. Furthermore, the educational success at school A was attributable to educational norms and values relative to the provision of digital resources and skilled teaching staff. The educational experiences of school B and C were problematic, largely because of access to digital technologies, and provision of digital content and skilled teaching staff. Another factor of students’ underachievement was found to be that parents had limited levels of education and inadequate understanding of the education. Most of the students had a positive attitude towards the technologies. The thesis concludes that the educational achievement of British Muslim girls in schools is closely related to access to digital technologies, digital academic content, skilled academic staff and the technological, infrastructure in schools. The net effect of digital technologies is positive on Muslim girls in the increasingly competitive nature of the education system. The thesis is original and the first study of this kind that offers an insight into the access to digital technologies and educational attainment of young British Muslim girls that is reflected in key concepts through the usage and incorporation of technologies in education. Other aspects of this research include the issues of provision of technologies at home and parents’ educational level, contribution to knowledge, and the need for further broader and longitudinal study.
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Swiatek-Kelley, Janice. "Physician Information Seeking Behaviors: Are Physicians Successful Searchers?" NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/360.
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In the recent past, physicians found answers to questions by consulting colleagues, textbooks, and professional journals. Now, the availability of medical information through electronic resources has changed physician information-seeking behaviors. Evidence-based medicine is now the accepted decision-making paradigm, and a physician's ability to locate best practice guidelines through electronic information resources has become an essential skill. As physicians struggle to stay current in the wake of an ever-growing volume of medical information, several electronic resources claim to provide one-stop access to the most current information with correct and complete answers to problems encountered in the practice of health care. The complexity of medical information, however, prevents one resource from meeting all of a physician's information needs.
The research described here sought to identify which resources physicians used to find answers for a particular area of inquiry, identify the appropriateness of their resource selection, and compare the choices with their satisfaction with their results. A questionnaire was e-mailed to a randomized group of family practice physicians asking them to indicate which resources they use to answer questions that arise within their professional practice. Physicians were also asked to rate the attributes of these resources. Their responses revealed that physicians do not always select the correct resource and are not necessarily confident even when they do select the correct resource.
Physicians did not demonstrate a global overview of the strengths and weaknesses of information resources, but rather, consistently chose the same resources in approximately the same order regardless of the information they were seeking. The results of this study indicate that physicians do not understand the scope and capabilities of the resources they are using. This research has produced recommended guidelines to provide health information professionals with a course of action to restructure physician training. These guidelines cover such concepts as vetting a resource, selecting the correct resource for a topic of interest, when to partner with an information professional, an overview of the resources their patients may be using, and a synopsis of other features to support information literacy.
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Matthews, Kevin. "Development and evaluation of an adaptive grading/learning system (AGLS)." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/rp/matthewsk/kevinmatthews.pdf.
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Auman, Judy Bogan. "Joint parent/caregiver and child book reading and the parents as teachers program." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/aumanj/judyauman.pdf.
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Irizarry, Eric F. "The Hillcrest reading program closing the achievement gap before it starts /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/irizarrye/ericirizarry.pdf.
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Biggs, Brandi L. "Basic computer literacy training to increase comfort levels with computers and improve behaviors of technological integration." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t014.pdf.
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Aschenbeck, Geraldine H. "Aliteracy: The Relationship Between the Electronic Culture and Voluntary Reading." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/56.
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Aliteracy, the term used to describe those who can read but choose not to do so, has become a grave concern in this country. A review of the literature indicates Americans are choosing to use their leisure time to interact with the electronic media to gather information instead of reading to gain knowledge. The skills of critical thinking and decision making are at stake. Schools and homes who have been successful in teaching the skill or reading must now instill the value of reading in order to preserve the democratic process upon which this country was founded.
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Bowcutt, Allyson A. "DISCOVERING THE E-RELATIONSHIP BETWEEN BABIES AND EARLY E-LITERACY: A CASE STUDY ON THE RESPONSES OF BABIES AGED 0-12 MONTHS TO TRADITIONAL TEXTS AND ELECTRONIC READERS." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1375178446.
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Lewin, Cathy. "The development and evaluation of software for teaching reading at primary level." Thesis, n.p, 1998. http://oro.open.ac.uk/19855/.
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Virtue, Andrew D. "Composing in new environments incorporating new media writing in the composition classroom /." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/virtuea/andrewvirtue.pdf.
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Blackburn, Ian Russell. "A conceptual multi-model HCI model for the blind." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/575.
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The ability for blind people to read and write Braille aids literacy development. A good level of literacy enables a person to function well in society in terms of employment, education and daily living. The learning of Braille has traditionally been done with hard copy Braille produced by manual and more recently electronic Braille writers and printers. Curtin University is developing an electronic Braille writer and the research on an interface for Braille keyboard devices, presented in this thesis, forms part of the Curtin University Brailler project.The Design Science approach was the research method chosen for this research because of the flexibility of the approach and because it focuses upon the building of artefacts and theory development. The small sample size meant that both individual interviews and a focus group were employed to gather relevant data from respondents. The literature review covers a variety of areas related to computer interfaces and Braille keyboard devices. A key finding is that the interaction paradigm for Braille keyboard devices needs to differ to interfaces for sighted individuals because of the audio, tactile and serial nature of the information gathering strategies employed by blind people as compared with the visual and spatial information gathering strategies employed by sighted individuals. In terms of usability attributes designed to evaluate the interface consistency was found to be a key factor because of its importance to learning and memory retention.However, two main functions carried out on a computer system are navigating and editing. Thus the model of interface for Braille keyboard devices presented in this thesis focuses upon navigation support and editing support.Feedback was sort from by interviews with individuals and a focus group. Individual interviews were conducted face to face and via the telephone and the focus group was conducted via Skype conference call to enable participants from all over the world to provide feedback on the model.The model was evaluated using usability attributes. Usability was important to the respondents, in particular consistency, learnability, simplicity and ease of use were important. The concept of rich navigation and infinitely definable key maps were understood by respondents and supported. Braille output is essential including the ability to show formatting information in Braille.The limitations of the research included the few respondents to the interviews and the choice to focus upon a theoretical model rather than implementing the model on an actual device. Future research opportunities include implementing the interface concepts from the model on to touch screen devices to aid further development of the interface and implementing the interface on a physical device such as the Curtin University Brailler.
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Rucker, Julie Henderson. "The effects of online, collaborative discourse on secondary student writing a case study of the history and ecology of an electronic exchange /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/julie_h_rucker/rucker_julie_h_200808_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Michael T. Moore. ETD. Includes bibliographical references (p. 223-235) and appendices.
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MacKay, Kathryn L. "Does an iPad Change the Experience? A Look at Mother-Child Book Reading Interactions." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6000.
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Researchers have long argued the importance of shared book reading and its potential impact on future reading growth. With the increasing popularity of e-books and the introduction of interactive iPad books, more and more parents are sharing books with their children in digital format. This may have a direct impact on the nature of the interactions that occur during young children's early book sharing experiences. This multiple-case study examined the nature of the interactions between six mother-child dyads as they read a story on an iPad compared with the interactions that happened during a traditional book reading. A coding system was developed to categorize behaviors during the reading sessions. The categories included (a) meaning talk, (b) text and print talk, (c) technology talk, and (d) the nature of the affective climate.The results of this study indicate that mother-child traditional read-alouds and digital iPad read-alouds are different experiences. During digital readings there was an increase in the number of vocabulary-related (a subcategory of meaning) interactions but a decrease in the number of interactions related to text and print. The results also showed that as the dyad shared a digital storybook, they engaged in many interactions about the technological elements of the iPad texts, which may be important to the development of digital literacies in young children. The findings also indicate that a child is more engaged with digital texts than with traditional texts, which is important because engagement is an essential component in literacy development. However, sometimes the child's increased engagement with the digital texts resulted in both members of the dyad being less sensitive to the other. Digital storybook reading is a relatively new experience for many parents and thus, they may not know how to interact with their children in ways that promote the development of traditional and digital literacies.
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Isaac, Jolly Peter. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1294.
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A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.
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Cheun, Jacquelyn Joann. "How eHealth Literacy Impacts Patient-Provider Relationships: A Study on Trust, Self-Care, and Patient Satisfaction." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011860/.
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It has been well established, in the literature, the association between low health literacy rates and poor health outcomes. With the increase of technology dependence, more people are using the internet to look up health information. Research has shown that shared decision making between providers and patients can improve patients' health outcomes. This research aims to examine whether electronic health (eHealth) literacy impacts patient-provider relationships. This research will also examine how geography specifically state residency impacts eHealth literacy rates. Data collected from a national sampling of online health and medical information users who participated in the Study of Health and Medical Information in Cyberspace (N=710) is used to construct structural equation models from SPSS AMOS v. 20.0. After path analysis, the results shown that white males with higher education were more likely to have higher eHealth literacy rates and that eHealth literacy rates are associated with better self-care, higher patient satisfaction and increased trust in provider. Also, state residency does not have an impact on eHealth literacy rates. eHealth literacy will be significant in patient-provider relationships. Program development should be established on focusing on eHealth literacy across the lifespan. Also, it will be important to review federal policy on technology disbursements in order to achieve national goals on eHealth literacy rates.
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Leung, Hon-wing, and 梁漢榮. "A study of computer science students' conceptions of information literacy and their experiences in information search process and use." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597730.
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Lakshmanan, Muthukumar S. "Using effective information searching skills to solve problems." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42606.
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"2008".Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2009.
Bibliography: p. 268-283.
Introduction -- Review of the literature -- Methods and procedures -- Pre-intervention qualitative data analysis & discussion of findings -- Intervention -- Post-intervention qualitative data analysis & discussions of findings -- Post-intervention quantitative data analysis & discussions of findings -- Conclusions.
Problem-based learning (PBL) is an instructional approach that is organized around the investigation and resolution of problems. Problems are neither uniform nor similar. Jonassen (1998, 2000) in his design theory of problem solving has categorized problems into two broad types - well-structured and ill-structured. He has also described a host of mediating skills that impact problem solving outcomes. However, this list of skills is not exhaustive and in view of the utility of the Internet as an informational repository, this study examined the need for effective information searching skills to be included in this list. -- This study was aimed at studying how students solve well and ill structured problems and how different Internet information seeking strategies can be used to engage in problem solving. This study devised and empirically tested the efficacy of an interventionist conceptual model that maps the application of different information seeking techniques to successfully resolving well and ill structured problem types. The intervention helps to better understand the influence of information searching skills on problem solving performance and the various problem solving strategies students can adopt in approaching problem solving. The contrasting patterns of navigational path movements taken by students in seeking information to resolve ill and well structured problems were also investigated. -- A mixed methodology research design, involving a mix of quantitative and qualitative approaches was used in this study. The research site was a polytechnic in Singapore that has implemented problem-based learning in its curriculum design. A first year class of 25 students were the sample population who participated in this study. Six problems from the curriculum were chosen for this study - three well-structured and another three ill-structured problems. -- The research findings of this study inform that information searching skills indeed play an important role in problem solving. The findings affirm the need for students to be systematically instructed in the skills of information searching to be aware of the complexities involved in information seeking and accomplish desired problem solving goals. This study has also shown that well and ill structured problems demand different cognitive and information seeking capabilities. Well-structured problems are easily solved and come with singular correct answers. The information searching necessary for solving well-structured problems is constrained and readily manageable. Thus, students only have to be acquainted with fundamental information searching skills to solve well-structured problems. On the other hand, ill-structured problems are messy and contain a number of unknown elements. There are no easy prototypic solutions. Subsequently, the information needs of ill-structured problems are usually complex, multi-disciplinary and expansive. Hence, students have to be trained to apply a more advanced set of information searching skills in resolving ill-structured problems.
Mode of access: World Wide Web.
xiv, 283 p. ill
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Mobarak, Barbara Ann. "The development of a computer literacy curriculum for California charter schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2683.
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To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.
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Breaux, Chet Daniel. "(Don't) Stop Playing That Game: A Rhetorical Analysis of the Video Game Addiction Stereotype." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1067.
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The growing popularity of game addiction discourse has necessitated study of how video game critics rhetorically construct addiction. In the following thesis, I analyze contemporary examples of texts that link game addiction to drug abuse. I use Robert Cover’s analysis of how game addiction stereotypes form in conjunction with Aristotle’s rhetorical principles to isolate the persuasive appeals used by authors to rhetorically construct game play as addictive. These addiction arguments, however, are rooted in a larger historical context, and I present examples of game guidebooks and comic books published in the late 1970s and early 1980s to illustrate their rhetorical responses to game addiction rhetoric. I found addiction arguments utilize fear appeals combined with ethos, pathos, and logos to persuade audiences to reject games as potentially dangerous and worthless virtual pursuits. The authors of early game texts use ethos, pathos, and logos to dismantle fear appeals and present video games as a new genre that can be mastered through skill and practice rather than a meaningless virtual experience. This research provides ground for further explorations of game addiction rhetoric, and implications for the continued study of video games.
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Gibson, Melissa Ruth. "A QUALITATIVE INVESTIGATION FOR DESIGNING INTERMEDIATE (GRADES 4-6) INFORMATION LITERACY INSTRUCTION: INTEGRATING INQUIRY, MENTORING, AND ON-LINE RESOURCES." Lexington, Ky. : [University of Kentucky Libraries], 2002. http://lib.uky.edu/ETD/ukyinad2002d00062/mrgetd.pdf.
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Thesis (Ed. D.)--University of Kentucky, 2002.Title from document title page. Document formatted into pages; contains xix, 175 p. : ill. Includes abstract. Includes bibliographical references (p. 160-173).
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Al-Muomen, Nujoud. "Information-seeking behaviour at Kuwait University." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/8149.
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Information technology is constantly changing, and if academic users are to make best use of these resources, they must sustain efficient information-seeking behaviour. This study explores the information-seeking behaviour of graduate students at Kuwait University, and investigates the factors influencing that behaviour. The population also includes faculty members engaged in teaching and supervising graduate students, and academic librarians. Adopting Wilson's information-seeking model (1999) as the theoretical framework, the study identifies factors influencing graduate students' information behaviour and formulates hypotheses that illustrate the relationship between the different variables. The use of this model provides useful insights into determinants of the information-seeking behaviour patterns of students in a multidisciplinary graduate context. The research uses a mixed method approach, comprising questionnaire survey, focus groups and semi-structured interviews. Application of the Critical Incident Technique method provided in-depth data about the patterns of information-seeking behaviour of both graduate students and faculty members. Logistic regression revealed that significant factors related to library awareness, information literacy, organisational and environmental issues, source characteristics, and demographics act as determinants of the patterns of students' information-seeking behaviour. Uneasiness on the part of graduate students towards using the library and consulting its personnel reflects a broader negative perception of the role of the library in shaping students' information-searching patterns. The clearest finding that emerged from the analysis of the students' information literacy dimension was that the majority of graduate students still face difficulties in finding the appropriate information resources, particularly when using resources that need advanced search strategies. Both quantitative and qualitative analyses revealed a heavy reliance on the information resources that require least effort (search engines, Internet websites, and personal contacts). Further, results revealed that graduate students are overwhelmed by an information overload, which leads them to become anxious about finding the appropriate information resources. Based on the results of the research, recommendations are made to further explore the information-seeking behaviour patterns of graduate students in order to enhance their information literacy skills. Improving information-seeking behaviour and enhancing the information literacy of students require interventions on various fronts: faculty members, academic librarians, the university administration, and graduate students themselves.
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Ingutia-Oyieke, Lilian. "Information and communication technologies in teaching and learning : a comparative evaluation of 2 university libraries in Kenya." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09222008-153304.
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Levinovic-Healy, Annah H. "Children reading in a post-typographic age: Two case studies." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36585/1/36585_Digitised%20Thesis.pdf.
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In the age of print, the book has been considered the criterial medium of communication. Western children have been taught to read books in culturally specific ways. For example, reading education as a field of academic enquiry has been at times based on the premise that print is the predominant medium for carrying author messages, and that these messages are relayed through linear organisations of alphabetic print codes in a left-to-right and top-to-bottom orthodoxy. But as the contemporary textual landscape is reshaped in a post-typographic age, it becomes important to recognise that print is now only one of many media channels in our culture.
The thesis argues that the textual artefacts and accompaniments of a computer technology make a significant difference to the way in which texts are read. For example, interactive multimedia texts have created reading contexts where information is relayed through nonlinear and integrated compositions of multimedia. Additionally, digital structures require forms of interactivity which allow readers to take control over their reading in particular ways. These 'ways' are unlike anything possible with paginated text. In the day-to-day pedagogy of schools, reading remains almost exclusively bound to sets of protocols which restrict text and reading to the print page and enduring traditions of the author-controlled message and formulaic, linear structures.
The study' s specific concerns are with the textual practices of two eight year old children in their home and school contexts. Although the study makes no claims to generalisibility, the male and female case studies are thought to be typical of many children of their age group. Indeed an extended implication of the study concerns the effects on children of discontinuities resulting from the predominance of electronically-based reading experiences at home, and the predominance of print reading experiences at school.
The thesis foregrounds the inseparability of affective and cognitive elements in research about texts and reading. The effects of the human and textual environments on children are dynamic and powerful, and especially for young children, learning to read efficiently and meaningfully is dependent on their developing positive attitudes and emotional states. The study is therefore located at the intersection of technologically different texts, the cognitive reading processes which apply to them, and the affective factors which have influenced two children's reading. A case study methodology is employed to reveal the observable differences employed by the two subjects as they move across interactive multimedia digital texts, and exclusively print texts.
The study is located in a contested field which necessitates some degree of clarification of the beliefs and foci of this thesis. Only a relatively short time ago it was inconceivable that anyone would see the need to argue passionately that books epitomize the experience of reading, or that digital texts degrade that experience (Birkerts, 1994). Today, however, there are those who would argue the redundancy of the print book (Stannard, 1997). The thesis makes no suggestion that educational practices associated with teaching children to read linear strings of print are obsolete, nor that the silent, solitary contemplation of the written word is now passe. Nor does the study suggest that the flexible text might be a means of relieving what have been for many readers, the traditional burdens entailed in unravelling alphabetic codes. While there can obviously be no embargo on the place of print texts in the classroom, there can be no parallel denial of the emerging importance of multimedia, digital texts in the community lives of children and adults. Therefore the study argues strongly for a radical, immediate extension of classroom texts, technologies and associated reading pedagogies.
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Williams, Marilyn Anne 1961. "Examining the efficacy of using iPod Touches to deliver reading comprehension strategy instruction and to provide electronic text support on the reading comprehension performance of sixth-grade students." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10997.
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xvi, 120 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Instructional use of the iPod Touch is increasing as evidenced by anecdotal reports of its efficacy as a learning tool. However, research documenting the impact of this technology has been limited. This study was based on the following research questions: (a) Does providing explicit reading comprehension strategy instruction using an iPod Touch increase students' reading comprehension outcomes based on standardized reading tests and multiple-choice probe measures when compared to a No Support comparison group? (b) Does providing different types of electronic text support increase students' reading comprehension outcomes, and if so, which type of support is most effective? (c) Does providing different levels of electronic text support influence students' attitudes toward the use of comprehension strategies as well as using an iPod Touch for this task? Participants included 155 sixth-grade students at a public middle school. Students were randomly assigned to one of three intervention groups; (a) Notational Only support (a note-taking sheet), (b) Notational + Instructional support (embedded prompts), and (c) Notational + Instructional + Translational support (audio version of the text and prompts) and received reading comprehension strategy instruction and text support using an iPod Touch. An intact No Support ( N = 61) group that did not receive instruction or text support but read the texts using an iPod Touch was used as a quasi-experimental comparison group. Two standardized reading comprehension measures were employed at pretest and posttest as well as researcher developed probe measures that were used throughout the study. An ANOVA analysis determined that no statistically significant differences existed between the groups at pretest. An ANCOVA with pretest scores as a covariate found no statistically significant differences between groups on the standardized reading comprehension measures. Because of a high level of variation among the probe measure data, including significant missing data, these results were not analyzed statistically and were reported descriptively. Students responded positively to survey questions about using the iPod Touch for summarization strategy instruction and the text supports.
Committee in Charge: Dr. Edward J. Kame'enui, Chair; Dr. Kathleen Scalise; Dr. Louis Moses; Dr. Lynne Anderson-Inman
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Cirolini, Angélica. "A Inclusão de tecnologias digitais nas escolas do meio rural de Restinga Sêca, RS: o atlas geográfico eletrônico e escolar na perspectiva dos processos de ensino e aprendizagem." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/98584.
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No ensino da Geografia, a Cartografia preocupa-se com o leitor crítico e com o mapeador consciente, que valorizam a percepção e a compreensão do espaço geográfico. Os Parâmetros Curriculares Nacionais, reforçam a importância da Cartografia para obter informações e representar a espacialidade dos fenômenos geográficos. Os mapas devem ser introduzidos como instrumentos pedagógicos desde os primeiros anos do Ensino Fundamental e a alfabetização cartográfica ocorrerá de maneira gradativa, considerando o espaço circundante da experiência da criança, para ampliar, progressivamente, suas noções espaciais. O advento das tecnologias voltadas à educação e a inclusão digital nas escolas garantiram um ambiente de aprendizagem diferenciado e estimulante, fazendo com que as crianças participem, de forma ativa, na construção do seu conhecimento. A tecnologia deve ser mais um instrumento de ensino, que amplia as opções das ações didáticas e contribui, de forma interativa e prazerosa, no processo de ensino-aprendizagem. Os mapas digitais e os Atlas Eletrônicos Municipais surgem com uma proposta inovadora, pois motivam e convidam os discentes e docentes à prática de relacionar as representações espaciais e, também, oportunizam o estudo do espaço vivido, despertando no aluno maior interesse pelo estudo do espaço geográfico. Esta nova realidade escolar exige novos recursos didáticos, entre eles os Atlas Eletrônicos, sendo assim, é necessário aferir a eficiência destes Atlas e dos mapas interativos no processo de ensino e aprendizagem da Geografia no Ensino Fundamental. Nesta perspectiva, a presente pesquisa tem como finalidade avaliar os efeitos da inclusão de tecnologias digitais nas escolas, focalizando sua aplicação no ensino de Geografia e Cartografia no meio rural do município de Restinga Sêca, RS. Para tanto, foram envolvidos alunos do 6º ano do Ensino Fundamental de quatro diferentes escolas da área rural do município: três municipais e uma estadual. Este estudo estruturou-se a partir de uma abordagem do aluno leitor de mapas e do aluno mapeador. Em ambas as abordagens, foram desenvolvidas propostas de atividades balizadas em temas da Cartografia Básica e da Cartografia Temática. A avaliação na vertente do aluno leitor de mapas demonstrou que nas escolas que já faziam uso do Atlas Eletrônico Municipal haviam maior facilidade em desenvolver as atividades, porém, nas escolas em que os estudantes não utilizavam o Atlas, existiam maiores dificuldades. Foi constatado então, que o Atlas proporcionou ganhos significativos, na medida em que os alunos sentiam-se mais estimulados, tornando suas aprendizagens mais consistentes, com índices de acertos aumentando gradativamente. Na vertente do aluno mapeador, os estudantes revelaram conhecimento da Geografia local e notou-se a influência do Atlas nas representações dos alunos, pois, quando instigados a construir mapas a partir de dados quantitativos, utilizaram os mesmos métodos de representação cartográfica contidos no referido recurso didático. Diante dos resultados obtidos, o Atlas Eletrônico foi considerado como um recurso tecnológico capaz de contribuir para a Cartografia Escolar e para o ensino da Geografia, afinal todos os avanços ligados a tecnologia e a ciências são reflexos das descobertas científicas da população e seu progresso cognitivo.In the teaching of geography, cartography concerned with the critical reader and conscious mapper that value perception and understanding of geographical space. The National Curriculum Parameters, reinforce the importance of cartography for information and represent the spatiality of geographic phenomena. The maps should be introduced as educational tools since the early years of elementary school and cartographic literacy occur gradually, considering the space surrounding the child's experience to expand gradually their spatial notions. The advent of technologies related to education and digital inclusion in schools ensured a distinctive and stimulating environment for learning, causing children to participate, actively, in the construction of knowledge. Technology should be a tool for education, increasing the options of didactic actions and contributes, in an interactive and pleasurable way, in the teaching-learning process. The digital maps and Atlas Electronics Municipal arise with an innovative proposition, since motivate and invite students and teachers to the practice of relating spatial representations and also nurture the study of lived space, awakening in greater student interest in the study of geographic space. This new reality requires new school teaching resources, including the Electronic Atlas, so it is necessary to assess the efficiency of these Atlas and interactive maps in the learning and teaching of geography in elementary education process. In this perspective, the present study aims to evaluate the effects of the inclusion of digital technologies in schools, focusing on its application in the teaching of Geography and Cartography in the rural municipality of Restinga Sêca RS. For that, students of the sixth grade of elementary school in four different rural schools of the county: three municipal and state levels. This study was structured from a reader's approach to student questions and student Mapper. In both approaches, proposed activities buoyed on topics of Basic Cartography and Thematic Mapping were developed. The present review on the reader student maps showed that in schools that were already using the Electronic Municipal Atlas had greater ease in developing the activities, however, in schools where students did not use the Atlas, there were major difficulties. Then it was found that the Atlas has provided significant gains in that students felt more stimulated, making their learning more consistent with gradually increasing rates of correct answers. In terms of student mapper students showed knowledge of the local geography and noted the influence of the Atlas in the representation of students, because when urged to build maps from quantitative data, used the same methods of cartographic representation contained in said teaching resource. Based on these results, the Electronic Atlas was considered as a technological resource that can contribute to the School Cartography and teaching of geography, after all the advances related science and technology are reflections of the scientific discoveries of the population and their cognitive progress.
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Ranatunga, Gayanthi. "Kipling, Woolf, and Orwell: literary ethnographers." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/5194.
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The beginning of the 20th century was marked by a need for a departure, for Britain, from
the Victorian sentiments of a bygone era, foremost among which were the soon-to-be antiquated
thoughts about her colonies and colonial subjects. Because that moment was quite past the high
noon of the British Empire, and yet, it was still significant enough geographically for the sun to
never have to set on it, its shadows were looming long and haunting. At this juncture, it became
the calling of a few to insist on a restatement of what it meant to be British in the larger context
of the world, much of which she still commanded.
Some of the more vocal proponents for reconfiguring Britain in the new world context
were writers. Among them Rudyard Kipling, Leonard Woolf, and George Orwell are seen as
heralds and disseminators of thought prominent from the 1900s till World War II, which resulted
in the dismantling of the Empire. Kim, The Village in the Jungle, and Burmese Days, the novels
of the respective authors discussed within the following pages, are as much cultural delineations
of alterity, as they are portraits of the British entrenched haplessly to their colonial missions.
Using Edward Said’s Orientalism and Homi Bhaba’s theory of hybridity, the point of
convergence between the British colonial mission and its subjects coupled with the curious
tendency to not see it as a confluence can be seen as the wellspring of most perceptions and
misperceptions of the “Other” or the Oriental. This “othering” is seen at various degrees in the
three novels, and with the exception of Kipling in Kim, Woolf and Orwell in their novels
question, rather self-reflexively, the effect on the Briton of this “othering”. While Kipling’s is the
rallying cry to a slowly unraveling Empire, Woolf and Orwell raise their voices in dissent
understanding that what is unraveling is not just a geographical mandate but also a moral one.Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of English.
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Pereira, Gabriela Imbernom. "Letramento digital e professores de LE : formação para o uso das novas tecnologias em sala de aula." Universidade Federal de São Carlos, 2009. https://repositorio.ufscar.br/handle/ufscar/5668.
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Previous issue date: 2009-05-08It seems redundant, but not inopportune that we argue about the impact of technology upon men of this time when it comes to his way of living and interact with the world. The person of this new society has distinctive necessities that emerge from the requirements created by these new conditions of producing and distributing knowledge. When new technologies of information and communication are introduced in the society they promote the development of new modalities of social practices of reading and writing, which are characteristic of ciberculture (LEVY, 1999). This way, we understand that school becomes of one the social segments that is responsible for creating for these people possibilities of accessing this new way of producing and distributing knowledge. It is essential that we think how these new technologies of information and communication influence new pedagogical practices and if teachers are prepared to deal with them. For this reason, this study is intended to investigate the proposal of a discipline of pedagogical practice in a Letras course, which aims to contribute with the foreign language teacher, in a sense of providing him with conditions to develop the necessary competence of incorporating these new technologies of information and communication in his teaching. Therefore, our objective is to observe if the student-teacher, when accessing theories about the use of new technologies of information and communication as a teaching tool, is able to transfer this knowledge to his teaching practice. For this qualitative research of ethnographic base, it was used a semi-open questionnaire aiming to obtain information about the representation the student-teacher has about the teaching of a foreign language having the computer and the internet as a tool. Besides, the reflective diaries were the instruments that allowed us to collect data intending to analyze the progress of the development of the student-teachers, and also to verify if the representations they had about the use of new technologies of information and communication were modified after they reflected during the course. Lastly, foreign language classes using the new technologies of information and communication as a tool taught by the student-teachers were filmed in order to observe if the theoretical content of the course could be seen reflected in their practice. The data show the exposition of the studentteacher to the theoretical discussions during the course was relevant for their formation and contributed significantly for their teaching practice. Though it was also possible to be realized that even having been exposed to theories and discussions concerning the use of new technologies of information and communication in foreign language classes, the student-teacher cannot always translate them into an aware and theoretically founded practice.
Parece-nos redundante, mas não inoportuno, discorrer sobre o impacto do advento tecnológico sobre o homem dos tempos atuais no que diz respeito ao seu modo de viver e relacionar-se com o mundo. O indivíduo dessa nova sociedade tem necessidades distintas que emergem das exigências geradas por essas novas condições de produzir e distribuir conhecimento. A introdução das novas tecnologias de informação e comunicação (NTICs) na sociedade suscitam o desenvolvimento de novas modalidades de práticas sociais de leitura e escrita, características da cibercultura (LÉVY, 1999). Nesse sentido, entendemos que a escola torna-se um dos segmentos sociais responsáveis por propiciar a esses indivíduos a possibilidade de terem acesso a um novo modo de produzir e distribuir conhecimento. Não podemos nos furtar de pensar como essas NTICs influenciam as novas práticas pedagógicas e se a escola e os professores estão preparados para com elas lidar. É nesse sentido que este estudo propõe-se a investigar a proposta de uma disciplina de prática pedagógica de um curso de licenciatura em Letras, que tem por objetivo contribuir com o professor de língua estrangeira, no sentido de criar condições para que ele desenvolva uma competência em incorporar as NTICs a sua prática docente. Portanto, objetivamos observar se os alunos-professores, ao terem a oportunidade de acesso às teorias sobre o uso das novas tecnologias como ferramenta de ensino, são capazes de transpor esse conhecimento à sua prática pedagógica. Nesta pesquisa qualitativa de base etnográfica, utilizamos questionários semi-abertos com a finalidade de obter informação sobre as representações dos alunos-professores a respeito do ensino de línguas, tendo o computador e a Internet como ferramenta Além desses, os diários reflexivos foram os instrumentos que nos possibilitaram coletar dados visando à análise do aspecto processual do desenvolvimento dos alunos-professores, e para verificar se suas representações acerca do uso das NTICs se modificaram após as reflexões desenvolvidas no curso. Por fim, fizemos uso da gravação em vídeo de minicursos ministrados pelos graduandos para observar se o conteúdo teórico apresentado e discutido durante as aulas viu-se refletido na prática docente desses professores em formação. Os dados revelaram que a exposição dos professores em formação a discussões sobre o uso da Internet nas aulas de LE mostraram-se relevantes para sua formação, no sentido em que colaboraram significativamente para sua prática docente. No entanto, foi possível perceber também que, mesmo tendo sido expostos às teorias concernentes ao uso das NTICs em aulas de LE, os professores em formação nem sempre conseguem traduzi-las em uma prática ciente e teoricamente embasada.
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Driscoll, Matthew W. "Ken Kesey and literary shamanism /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/driscollm/matthewdriscoll.pdf.
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Davis, Gavin Rapheal. "Information retrieval interaction and the undergraduate student at historically disadvantaged higher education institutions in the Western Cape, South Africa: a cognitive approach." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study observed the interaction between historically disadvantaged undergraduate students and on-line information retrieval systems at the University of the Western Cape and the Cape Peninsula University of Technology.
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Biondo, Fabiana Poças 1982. "O fórum online como prática colaborativa de construção de conhecimentos sobre morfologia da língua." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269372.
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Orientador: Inês SignoriniTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: A partir do campo aplicado dos estudos da língua(gem), esta tese de doutorado tem como objetivo analisar o processo colaborativo de construção de conhecimentos entre professora/aluno(s) e entre aluno(s)/aluno(s) nos fóruns online de um curso semipresencial de Morfologia da Língua Portuguesa, na Licenciatura em Letras de uma universidade pública situada na região centro-oeste. O corpus foi gerado por meio de uma "pesquisa-ação" (BURNS, 2010) e constitui-se especialmente por 538 postagens feitas pela professora e pelos alunos em quatro fóruns desse curso, nos anos de 2011 e de 2012. Por meio de uma perspectiva sociocultural de investigação baseada na "lógica da prática" (SANDBERG e TSOUKAS, 2011), a proposição desse objetivo visa à apreensão do fórum de discussões online, neste trabalho, para além de sua funcionalidade como ferramenta de ensino-aprendizagem, bem como para além das características textuais/estilísticas de escrita nele manifestas, defendendo-o como uma prática colaborativa de construção de conhecimentos; no caso, conhecimentos sobre Morfologia da língua. Para isso, e no âmbito de uma abordagem inter/transdisciplinar, são articuladas contribuições teóricas sobre aprendizagem colaborativa (online) (VIGOTSKI, 2007[1984]; 2008[1987]; BRUNER et al.,1976; INGRAM e HATHORN, 2004; HARASIM, 2005; 2012, entre outros), sobre fórum de discussões online (OLIVEIRA, 2007; LALUEZA et al., 2010; MANTOVANI et al., 2010; CASSANY, 2012, entre outros) e sobre o campo teórico-epistemológico da prática (WENGER, 2001; RECKWITZ, 2002; NICOLINI, 2009; SANDBERG e TSOUKAS, 2011, entre outros). As análises evidenciam, sobretudo, dois modos diferentes de produzir escrita e gerar conhecimentos nos fóruns online: 1) a partir de práticas de escrita e ensino-aprendizagem individualizadas e tradicionalmente escolarizadas/acadêmicas; 2) a partir de práticas de interação e escrita em ambientes colaborativos da Internet. No cruzamento entre as práticas tradicionais à escola/academia e as práticas de interação na Internet ligadas à ideia de inovação, evidencia-se uma perspectiva fronteiriça entre novos/velhos letramentos (SIGNORINI, 2007; SIGNORINI, 2012) na situação de comunicação e de geração/negociação de significados focalizada, aventando a possibilidade de movimento, de mudança de práticas e de papéis sociointeracionais, de fortalecimento da construção colaborativa de conhecimentos em ambientes de formação de professores como a Licenciatura em Letras aqui focalizada
Abstract: In the field of applied language studies, this doctoral thesis aims to analyze the collaborative process of knowledge construction between teacher/student(s) and between student(s)/student(s) in online forums of a blended learning course called Morphology of the Portuguese Language in an undergraduate course of Languages in a public government-run university in the central-western region of Brazil. The corpus was generated through an "action research" (BURNS, 2010) and is constituted, especially, by 538 posts made by the teacher and students in four forums of this course, between the years 2011 and 2012. Based on a sociocultural perspective of research investigation on the "logic of practice" (SANDBERG and TSOUKAS, 2011), the proposition of that goal focuses on the apprehension of the online discussion forum, going beyond its functionality as a teaching and learning tool as well as beyond the textual/stylistic characteristics of writing it manifests, defending this forum as a collaborative practice of knowledge construction; in this case, knowledge of the Portuguese language morphology. For this purpose, and as part of an inter/transdisciplinary approach, the following theoretical contributions are articulated on collaborative learning (online) (VIGOTSKI, 2007[1984]; 2008[1987]; BRUNER et al.,1976; INGRAM e HATHORN, 2004; HARASIM, 2005; 2012, among others) on online discussion forum (OLIVEIRA, 2007; LALUEZA et al, 2010; MANTOVANI et al, 2010; CASSANY, 2012 etc.) and on the theoretical and epistemological field of practice (WENGER, 2001; RECKWITZ, 2002; NICOLINI, 2009; SANDBERG and TSOUKAS, 2011, among others). Analyses reveal, above all, two different ways of producing writing and generating knowledge on online forums: 1) through teaching and learning individualized and traditionally schooled/academic writing practices; 2) through interaction and writing practices in collaborative online environments. A bordering perspective between the old/new literacies may be observed in the intersection between traditional schooled/academic practices and Internet practices related to the idea of innovation (SIGNORINI, 2007; SIGNORINI, 2012) in situations of communication and generation/negotiation focused on meanings, revealing the possibility of movement, changing practices and socio-interactional roles, and strengthening the collaborative construction of knowledge in teachers¿ training environments such as the Languages Undergraduate Course focused upon in this analysis
Doutorado
Lingua Materna
Doutora em Linguística
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McClure, Molly Erin. "Yeatsian nationalism: A progression of heroic paragons in W.B. Yeats's Irish Literary Theatre." Thesis, Wichita State University, 2014. http://hdl.handle.net/10057/10969.
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A surge of Irish nationalism in the late nineteenth century inspires W. B. Yeats to devote his life to contributing to the Irish Literary Renaissance. At the beginning of Yeats's playwriting career, he co-founds the National Irish Theatre and writes plays depicting common Irish people as heroic figures at odds with their uniquely Irish struggles. As the political atmosphere in the early twentieth century turns violent in Ireland, Yeats's plays begin reflecting his disapproval of violent nationalism. Yeats utilizes heroic archetypes in an attempt to transform the riotous Irish into what he considers to be the exemplary Irish being. Within these plays, he often utilizes Irish mythological figures to revitalize Ireland's knowledge of its distinctive myths and to instruct the enraged and resentful British colony. After Ireland declares itself a free state, civil conflict and opposition from Britain erupts with greater fervor. At this time, Yeats begins utilizing Christ as a failed heroic figure to demonstrate to the sectarian divisions throughout Ireland the hindrance of Christian divisions.Thesis (M.A.)--Wichita State University, Fairmount College of Engineering, Dept. of English
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Youngs, Suzette. "Literary, visual, and historical understandings intermediate readers respond to historical fiction picture books /." abstract and full text PDF (UNR users only), 2009. 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:3355609.
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Davis, Thomas Arthur. "The evolution of literary theory: towards a bio-cultural approach to literature through Jane Austen’s Northanger Abbey." Thesis, Wichita State University, 2006. http://hdl.handle.net/10057/390.
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This thesis attempts to develop a synthesis of two traditionally conflicting epistemological approaches to literary theory and criticism. Over the past ten years, poststructuralist theory and the developing branch of cognitive and evolutionary literary theory have been at odds with one another. The overall purpose of this thesis strives to find a common ground between the two epistemological approaches to literature. In recent years, the emergence of a third epistemological position, situated between the two binary dichotomies, has sought to resolve the realist/relativist polemic through biocultural approaches to literature. This thesis will attempt to apply the bio-cultural approach to literature. The thesis first evaluates an existing poststructuralist argument, Jacqueline Howard’s Bakhtinian analysis of Jane Austen’s Northanger Abbey. Following this evaluation, an overview of cognitive and evolutionary theories’ connection to the Romantic period’s development of a brain-science will establish a biocultural approach to Austen’s Northanger Abbey and will situate cognitive and evolutionary theory within a cultural context. Finally, an analysis of Northanger Abbey from a cognitive and evolutionary standpoint will provide a synthesis of Howard’s basic premise and achieve a bio-cultural deconstruction of the realist/relativist polemic.Thesis (M.A.)--Wichita State University, Dept. of English.
"May 2006."
Includes bibliographic references (leaves 36-39)