Dissertations / Theses on the topic 'Everyday digital literacy practices'
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Hodgson, John Michael Purvis. "Grounded literacy : a longitudinal study of young people's everyday media practices." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444510.
Full textWinterwood, Fawn Christine Phelps. "Literacy, identity, and digital youth culture understanding the cultural ecology of informal digital literacy practices /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1212410327.
Full textAlbawardi, Areej Hammad. "Digital literacy practices of Saudi female university students." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/77848/.
Full textDavies, Huw C. "Challenging orthodoxies in digital literacy : young people's practices online." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/395344/.
Full textAdams, Megan Elizabeth. "Through Their Lenses: Examining Community-Sponsored Digital Literacy Practices in Appalachia." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429194448.
Full textMorris, Janine. "Contexts of Digital Reading: How Genres Affect Reading Practices." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459243445.
Full textCampbell, Eduard. "Pre-service teachers' perceptions and practices: integrating digital literacy into English education." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22765.
Full textCen, Wei. "International students' digital literacy practices and the implications for college ESOL composition classes." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1605279455193093.
Full textHaynes-Moore, Stacy. "Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6127.
Full textHagge, Julia. "Subtext of Decisions: Literacy Practices in the Context of Coding." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6247.
Full textde, Groot Freek Olaf. "Integrating out-of-class digital literacy development and English literacy practices with classroom language learning and teaching in Thailand." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78468/.
Full textToney, Jennifer L. Toney. "Third Grade Students Literacy Practices As They Compose Multimodal Texts In A Digital Writing Workshop." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1508600000499313.
Full textTan, Lee Wee Lynde. "Adolescent literacies, multimodal textual repertoires and digital media : exploring sites of digital literacy practices and learning, inside and outside school." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587530.
Full textChen, Szu-Yu. "The digital literacy practices of adolescents on a college-affiliated bulletin board system (BBS) in Taiwan." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578266.
Full textAkhter, Parven. "Making things in their own way : a study of digital literacy practices in three multilingual households." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/9578/.
Full textSantiago, Larisse Barreira de Macedo. "Use of artifacts and virtual digital technology in practice of educational literacy." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11494.
Full textThe use of technological resources in education becomes ever more present. With this, new educational practices are designed to achieve a major goal of the school which is to teach literacy and letter. This paper presents the study of Technological Artifacts and Virtual Digital (ATVD) that, through the use of technologies in education, enable different educational literacy practices. We search for research by understanding how educational practices, from the use of virtual and digital technological artifacts can contribute to literacy, which, consequently, will be digital. However, our goal is to investigate the contributions of these artifacts to the literacy practices. On the path followed to answer the research question we draw the following specific objects Sort virtual and digital technological artifacts that can contribute to literacy; investigate which aspects of teaching with the use of virtual technological artifacts in digital literacy actions; Investigate possibilities and limitations of virtual technological artifacts in digital literacy actions under the vision of teachers. From the study of conceptual categories: virtual and digital technological artifacts, educational practices, literacy and digital literacy, as well as exploration of the field of research that will be the Internet. We will conduct a search through the virtual ethnography methodology for the analysis of research data and selection of artifacts that will be understood by observing and open to meet the educational practices developed that could serve as an example and encouragement to the literacy process questionnaires. The daily digital field was divided into three categories: blogs, software and video channels. Each with five representations that are closer to the subject. From the questionnaires it was possible to open educational practices developed by teachers, and know what artifacts to use literacy skills and what think they need to have to use these features. The surveys conducted enable us to understand that cyberspace and its artifacts have yet been little explored in order to publicize the actions of literacies developed by schools. Teachers recognize the importance of using these artifacts and that also require continuing education to perform meaningful work.
O uso de recursos tecnolÃgicos na educaÃÃo se faz cada vez mais presente. Com isso novas prÃticas educativas sÃo desenvolvidas para alcanÃar um dos principais objetivos da escola, que à alfabetizar e letrar. Este trabalho traz o estudo dos Artefatos TecnolÃgicos Virtuais e Digitais (ATVD) que, por meio do uso das tecnologias na educaÃÃo, possibilitam prÃticas educativas de letramento. Tem-se por investigaÃÃo a busca pela compreensÃo de como as prÃticas educativas, com o uso dos artefatos tecnolÃgicos virtuais e digitais, podem contribuir para o letramento, que, consequentemente, serà digital. O objetivo, contudo à investigar as contribuiÃÃes desses artefatos para as prÃticas de letramento. No caminho percorrido para responder à questÃo de pesquisa, foram traÃados os seguintes objetos especÃficos: classificar os artefatos tecnolÃgicos virtuais e digitais que podem contribuir para o letramento; investigar aspectos do ensino com o uso de artefatos tecnolÃgicos virtuais e digitais nas aÃÃes de letramento e averiguar possibilidades e limitaÃÃes dos artefatos tecnolÃgicos virtuais e digitais nas aÃÃes de letramento sob a visÃo dos professores. Com base no estudo das categorias conceituais: artefatos tecnolÃgicos virtuais e digitais, prÃticas educativas, letramento e letramento digital, bem como a exploraÃÃo do campo de pesquisa que serà a Internet realizar-se-à uma pesquisa por intermÃdio da metodologia etnografia virtual para o levantamento dos dados da pesquisa e seleÃÃo dos artefatos que serÃo compreendidos mediante da observaÃÃo e questionÃrios abertos para conhecer as prÃticas educativas desenvolvidas, que poderÃo servir de exemplo e incentivo ao processo de letramento. O diÃrio de campo digital foi dividido em trÃs categorias: âblogsâ, âsoftwaresâ e canais de vÃdeos. Cada uma delas tem cinco representaÃÃes que mais se aproximam da temÃtica. Com base nos questionÃrios abertos, foi possÃvel conhecer as prÃticas educativas desenvolvidas pelas professoras, quais artefatos conhecem e utilizam para o letramento e quais competÃncias acham que precisam ter para utilizar esses recursos. Os levantamentos realizaram nos permitem compreender que o ciberespaÃo e seus artefatos ainda sÃo pouco explorados para divulgar as aÃÃes de letramentos desenvolvidas pelas escolas. Os professores reconhecem a importÃncia de se utilizar esses artefatos e entendem que tambÃm necessitam de formaÃÃo continuada para realizar um trabalho significativo.
Moore, Jeffrey Salem. "Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726.
Full textFrier, Aimee. "Beyond Replicative Technology: The Digital Practices of Students with Literacy-Related Learning Difficulties Engaged in Productive Technologies." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7291.
Full textSentwa, Kuhle. "Exploring digital literacy practices of 12- to 15-year-old children from Philippi and Khayelitsha townships in Cape Town." University of the Western Cape, 2018. http://hdl.handle.net/11394/6275.
Full textDespite the spread of digital communication technologies and the integration of mobile phones into everyday life, young children's literacy practices are changing rapidly, and schools are struggling to address the potential of these digital communication technologies for learning. Mobile phones are currently a key consumer item, an image of social capital, and they initiate their users into a portable web of numerous applications including those literacy related. Much research has been done on children's relationship with digital technologies and the implications of this for their literacy learning and education in general, but there is almost no research on this in the global south, and almost none in South Africa. Filling this gap is crucial given the crisis in South Africa in basic education. The main aim for this research is to establish the kinds of digital technology and information systems affordances (internet facilities, tablets, books, magazines, newspapers, radios, TVs, video and computer games, etc.) in the homes of the selected children to explore how these digital technologies and information system affordances could be used to enhance the academic literacy development of 12- to 15-year-old children in informal settlements or townships in Cape Town.
Suwana, Fiona. "Digital media and Indonesian young people: Building sustainable democratic institutions and practices." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/117670/2/Fiona_Suwana_Thesis.pdf.
Full textPhillips, Daphne Pace. "The Left Behind Generation: Instructional Practices to Increase the Technological Literacy of Older Adults." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7888.
Full textMarzocco, Nadia. "E-learning, language education and the role of writing : a case study." Thesis, Open University, 2012. http://oro.open.ac.uk/49110/.
Full textOliveira, Karoline Leite Guedes de. "Idosos em rede : a construção de novas práticas culturais mediadas por tecnologias." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/70590.
Full textNowadays, it can be seen an increasing tendency in the interest of elderly people for digital inclusion. As a result of that the involvement in new cultural practices related to the digital universe arises due to the social pressure to keep up, and also as a way to become closer to family and friends of younger generations. This study aims to analyze the structure and organization of digital inclusion processes to provide appropriation of new cultural practices mediated by network technologies with older people. Based on this guideline, we attempted to analyze the changes that were revealed in the cultural practices of these subjects when mediated by technology, as well as analyze the processes of construction of intersubjectivity that are permeated by the cultural practices mediated by technologies and centered, especially, in a virtual community. In terms of methodology, a blended netnography was developed which involves both ethnography as netnography. The target audience of this research are 13 seniors who have an interest in appropriating the new cultural practices through the use of technology. The study was conducted over the period of two years and allowed the data collection from the participant observation, field journal, semistructured interviews, questionnaire with open and closed questions and online records within the community. Through this collected data, we realized the relevance of long-term training with planning and systematic meetings so that the changes in the construction of new cultural practices and intersubjectivity are accompanied. It is noted that the Literacies mobilized by some participants are at different levels and in continuous development. On the subject of intersubjective processes we start the analysis of ties and some types of social capital through these we identified that strong social ties were a feature of the group and from these were built social capital. Still on this goal we analyzed the roles of the subjects and identified that their changes occurred in a procedural way. We conclude, also, with this research that the learning process which involved the subjects was shared and based on life stories, permeated by doubts, conquers, difficulties and overcoming. In the digital field, age did not appear as a factor that defined the access to possibilities of having a better quality of life that came with the computer.
Wolferink-Schaap, Gaby S. "This is not working : an ethnographic exploration of the symbolically violent nature of everyday unemployment and job searching practices." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/25180.
Full textRish, Ryan M. "Engaging Adolescents' Interests, Literacy Practices, and Identities: Digital Collaborative Writing of Fantasy Fiction in a High School English Elective Class." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316521200.
Full textWiratmojo, Yoseph Bambang [Verfasser], and Uwe [Akademischer Betreuer] Hasebrink. "Indonesian Adolescents' Digital Literacy, Privacy Practices on Social Network Sites (SNSs), and Bullying Experiences in Cyberspace / Yoseph Bambang Wiratmojo ; Betreuer: Uwe Hasebrink." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2020. http://d-nb.info/1212180917/34.
Full textBridgewater, Matthew. "Writing in the Age of Mobile: Smartphone and Tablet Multiliteracies and Their Implications for Writing as Process." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1386939727.
Full textFusco, Andrea Cristian [UNESP]. "Práticas letradas/escritas na internet: marcas do outro no processo de textualização via MSN." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/86578.
Full textEste trabalho de pesquisa propõe-se a investigar se e de que modo a relação aluno/professora de Língua Portuguesa se (re)constitui em práticas de letramento/escrita em ambientes virtuais de enunciação. O conjunto do material é formado por 23 “conversas” via Windows Live Messenger (popularmente chamado de MSN), coletadas entre 2010 e 2011, totalizando 8h31min de interação on-line entre adolescentes ─ alunos da rede municipal de ensino de São José do Rio Preto (SP), na faixa etária de 13 a 15 anos, com acesso frequente à internet e às práticas de letramento/escrita em meio digital ─ e professora de Língua Portuguesa. Ao analisarem-se essas “conversas”, tenciona-se discutir que a escrita em ambientes digitais – por ser prática social de linguagem – não se constitui apenas em função da tecnologia que lhe dá suporte – embora não se possa desprezá-la –, mas a partir de um conjunto de relações dialógicas com a alteridade. Ao apresentar análise descritiva do corpus à luz dos conceitos de heterogeneidade propostos por Authier-Revuz (2004) e do modo heterogêneo de constituição da escrita, proposto por Corrêa (2004), este trabalho busca investigar, nos enunciados analisados, marcas linguísticas que demonstrem que a escrita constitui-se como modo de enunciação dividida entre sujeitos socialmente organizados e historicamente situados. Nesse contexto, o presente trabalho discute marcas linguísticas – pontos de heterogeneidade – que denotam que, ao “conversarem” pelo MSN, os sujeitos, ao mesmo tempo, atualizam e transformam as relações que os constituem enquanto aluno e professora
This research paper aims to investigate if and in which way the Portuguese Language teacher/student relation is (re)established in literacy/writing practices in virtual environments of utterance. The material, which was collected between 2010 and 2011, is composed of 23 “chats” via Windows Live Messenger (MSN), with a total of 8h31min online interaction between the teenagers – local school students from São José do Rio Preto (SP), between 13 and 15 years old, who frequently had access to the internet and the literacy/writing practices in electronic format - and the Portuguese Language teacher. The analyzes of these chats argues that the writing in digital environment – for being language social practice- is not only constituted by the technological function support – although this cannot be despised -, but also from a group of dialogue relations on account of the otherness. By presenting the corpus descriptive analyzes according to the concepts of heterogeneity suggested by Authier-Revuz (2004) and the heterogeneous mode of the writing constitution proposed by Corrêa (2004), this paper aims to show (in the analyzed material) linguistic marks, which demonstrate that the writing consists of utterance mode, divided into socially organized and historically situated individuals. The present paper then, tries to show that it is possible to point out linguistic marks - heterogeneity points – ,which mean that once individuals are chatting on the MSN, they are not only updating their already constituted teacher/student relation, but also transforming it
Fusco, Andrea Cristian. "Práticas letradas/escritas na internet : marcas do outro no processo de textualização via MSN /." São José do Rio Preto : [s.n.], 2012. http://hdl.handle.net/11449/86578.
Full textBanca: Lourenço Chacon Jurado Filho
Banca: Fernanda Correa Silveira Galli
Resumo: Este trabalho de pesquisa propõe-se a investigar se e de que modo a relação aluno/professora de Língua Portuguesa se (re)constitui em práticas de letramento/escrita em ambientes virtuais de enunciação. O conjunto do material é formado por 23 "conversas" via Windows Live Messenger (popularmente chamado de MSN), coletadas entre 2010 e 2011, totalizando 8h31min de interação on-line entre adolescentes ─ alunos da rede municipal de ensino de São José do Rio Preto (SP), na faixa etária de 13 a 15 anos, com acesso frequente à internet e às práticas de letramento/escrita em meio digital ─ e professora de Língua Portuguesa. Ao analisarem-se essas "conversas", tenciona-se discutir que a escrita em ambientes digitais - por ser prática social de linguagem - não se constitui apenas em função da tecnologia que lhe dá suporte - embora não se possa desprezá-la -, mas a partir de um conjunto de relações dialógicas com a alteridade. Ao apresentar análise descritiva do corpus à luz dos conceitos de heterogeneidade propostos por Authier-Revuz (2004) e do modo heterogêneo de constituição da escrita, proposto por Corrêa (2004), este trabalho busca investigar, nos enunciados analisados, marcas linguísticas que demonstrem que a escrita constitui-se como modo de enunciação dividida entre sujeitos socialmente organizados e historicamente situados. Nesse contexto, o presente trabalho discute marcas linguísticas - pontos de heterogeneidade - que denotam que, ao "conversarem" pelo MSN, os sujeitos, ao mesmo tempo, atualizam e transformam as relações que os constituem enquanto aluno e professora
Abstract: This research paper aims to investigate if and in which way the Portuguese Language teacher/student relation is (re)established in literacy/writing practices in virtual environments of utterance. The material, which was collected between 2010 and 2011, is composed of 23 "chats" via Windows Live Messenger (MSN), with a total of 8h31min online interaction between the teenagers - local school students from São José do Rio Preto (SP), between 13 and 15 years old, who frequently had access to the internet and the literacy/writing practices in electronic format - and the Portuguese Language teacher. The analyzes of these chats argues that the writing in digital environment - for being language social practice- is not only constituted by the technological function support - although this cannot be despised -, but also from a group of dialogue relations on account of the otherness. By presenting the corpus descriptive analyzes according to the concepts of heterogeneity suggested by Authier-Revuz (2004) and the heterogeneous mode of the writing constitution proposed by Corrêa (2004), this paper aims to show (in the analyzed material) linguistic marks, which demonstrate that the writing consists of utterance mode, divided into socially organized and historically situated individuals. The present paper then, tries to show that it is possible to point out linguistic marks - heterogeneity points - ,which mean that once individuals are chatting on the MSN, they are not only updating their already constituted teacher/student relation, but also transforming it
Mestre
Schonz, Mariane Maria. "O laptop educacional na sala de aula : movimentos de letramento digital nas práticas de leitura e escrita de estudantes do ensino fundamental." reponame:Repositório Institucional da UCS, 2013. https://repositorio.ucs.br/handle/11338/651.
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This master’s thesis has as its main goal to investigate how digital literacy movements take place in the reading and writing practices in the context of introducing laptops in an elementary school. The study has Piaget’s genetic epistemology and Soares’ and Levy’s concepts for digital literacy as its theoretical reference. The research has an exploratory approach in which the methodological outline is given by a case study. Research subjects were four 13-year-old students, from the 6th grade at a public elementary school involved in the Projeto UCA (Brazilian program for the One Laptop per Child program), on its second phase. Evidence sources for the corpus were the researcher’s log book, video transcripts, and the writing production by the subjects of the research. Piaget’s clinical method inspired the observations and interventions. Analysis procedures were followed as per Moraes and Galiazzi’s (2007) and their procedures recommended for text discourse analysis. The categories for the analysis were developed from looking at the evidence sources, considering the subjects’ movements and the researcher’s movement as she appropriated the theoretical concepts. Those categories were: a) digital reading and writing; b) digital fluency; and c) searching on the web. From the theoretical elements and our understanding during the process, we present some possible guidelines so that reading and writing processes can contain practices of digital literacy. We understand that introducing the laptop in school has been causing some perturbation, but hasn’t constituted a new teaching and learning context yet; it is still in process. Movements towards digital literacy are sometimes minimized by the teachers, who do not create opportunities or chances for the students to make their own choices and potentialize their practices with this new element in the classroom. Even so, it was possible to notice some signs of students’ practices of digital literacy, such as digital fluency and reading and writing in the digital context.
Goodsett, Mandi. "Determining the Extent to Which Information Literacy Online Learning Objects Follow Best Practices for Teaching and Assessing Critical Thinking." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1526048546211971.
Full textHosek, Vicki Ann. "Locating the Critical Component in Technological Pedagogical and Content Knowledge (TPACK)| An Examination of How Graduate Students Recruit TPACK and Critical Digital Literacy into Classroom Practices." Thesis, Illinois State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978267.
Full textThe objectives of this study were to gain an understanding of how practicing teachers believe they are prepared to meaningfully and critically integrate technology into their classroom practices; and to understand how practicing teachers recruited those beliefs into their teaching practices. This included gaining an understanding of what they believed led to their engagement in the critical dimensions of technology use in their teaching practices. This mixed-methods study contained two phases. In Phase 1, 58 graduate students in a College of Education completed a newly developed Critical Technological Pedagogical Content Knowledge (C-TPACK) survey containing likert-scale and open-ended questions. A subset of four graduate students, who were also practicing teachers, participated in Phase 2 of this study where lesson plans, observations, and interviews were analyzed. The findings indicated that limited training in and exposure to C-TPACK during teacher education coursework and professional development (PD), uncertainty about students’ critical digital literacies (CDL), the teachers’ varying understandings of CDL, resource limitations and restrictive school policies posed barriers for the teachers’ recruitment of CTPACK to their practices. These findings showed the importance of tying critical theory to technology in education coursework and PD programs. This study proposes the use of a theoretical framework that prioritizes critical theory, namely the C-TPACK framework, when analyzing teachers’ technology integration practices. KEYWORDS: TPACK, C-TPACK, critical digital literacy, digital literacy, teacher education, professional development
Makaza, Linda Olive. "Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape." university of western cape, 2020. http://hdl.handle.net/11394/7299.
Full textWriting is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.
Maciel, Gerson Luís. "O uso de ambiente colaborativo digital como ferramenta de produção da escrita na escola." Universidade Estadual do Oeste do Paraná, 2016. http://tede.unioeste.br/handle/tede/3458.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Traditional studies of Portuguese language are focused on grammar rules, also known as prescriptive. But there are some text studies and decades of discourse brought new way to treat the text, which has been occurring since the 1980s Moreover, with the advent of information and communication technologies, it is often the production and circulation of texts hybrids, or produced from many semiosis. In literacy events of this nature, the statements that are part of the lives of adolescents and young people are thus produced and circulate in technologies that combine sound, image, movement and words in a multi-way relationship. In this context, treating the text considering only the verbal aspect is to ignore the extent of any practical language usages in which adolescents and young people are included. Therefore, to meet a teaching project whose goal is to understand the writing production in more authentic situations, it is necessary to consider the relationship between teens, technology and virtual environment. The emergence and popularization of hybrid texts in multiple contexts, makes it even more complex craft teacher in work, school, text and context. And it is this complexity that motivated the objectives of this study and therefore the formulation of the question: - What brings gains for the production written at school, the exploitation of activities in digital collaborative environment? This work is a qualitative-interpretative and ethnographic research from documents located in the area of Applied Linguistics and comprises the production of gender "opinion piece" production that performed in five groups of students about in digital tool - Google Drive - connected to the internet. The records generated by this tool form the analysis of material from which the data in this study were generated. The overall objective was to conclude that earnings exploitation of literacy practices in collaborative virtual environment can be obtained for the production of writing in school. As for the specific objectives are to analyze how interactions (speeches and dialogues) between students build a knowledge related to the production of written texts and how the digital context affects the configuration of the proposed speech. The analysis found that the displacement of predominantly verbal text focus to set multisemiotic brought some gains for writing production, for example, exploring the relationship between verbal and image, using link and hyperlink to establish a relationship Intertextual and increase the informative and argumentative level of the text. The articulation of different semiosis, in a multiplicity of meanings, extends the ideas contained in the final text of groups produsuários students. It was also detected that the use, by itself, does not bring new technology guarantees that the operation of large amounts of light information to produce a better quality writing point of view of integration skills.
Os estudos tradicionais de Língua Portuguesa se focalizam na gramática normativa, também conhecida como prescritiva. Porém há algumas décadas estudos do texto e do discurso trouxera nova maneira de tratar o texto, o que vem ocorrendo desde os anos 1980. Além disso, com o advento das tecnologias da informação e de comunicação, é frequente a produção e a circulação de textos híbridos, ou seja, produzidos a partir de muitas semioses. Em eventos de letramento dessa natureza, os enunciados que fazem parte da vida dos adolescentes e dos jovens são, pois, produzidos e circulam em tecnologias que misturam som, imagem, movimentos e palavras em uma relação de múltiplos sentidos. Diante desse contexto, tratar o texto considerando somente o aspecto verbal é ignorar a dimensão das práticas significativas de usos de linguagens em que adolescentes e jovens estão inseridos. Assim sendo, para atender a uma proposta de ensino cujo objetivo seja compreender a produção de escrita em situações mais autênticas, é necessário considerar a relação entre adolescentes, tecnologia e ambiente virtual. O surgimento e a popularização de textos híbridos, em múltiplos contextos, torna ainda mais complexo o ofício do professor em trabalhar, na escola, o texto e o contexto. E é exatamente essa complexidade que motivou os objetivos deste trabalho e, por consequência, a formulação da seguinte pergunta: – Que ganhos traz, para a produção escrita na escola, a exploração das atividades em ambiente colaborativo digital no Ensino Fundamental? Este trabalho é uma pesquisa qualitativo-interpretativa e de cunho etnográfico, com análise documental situada na área da Linguística Aplicada e compreende a produção do gênero “artigo de opinião”, produção essa realizada em grupos de cinco alunos aproximadamente, em ferramenta digital – Google Drive – conectada à internet. Os registros gerados por essa ferramenta formam o material de análise a partir do qual os dados deste estudo foram gerados. A pesquisa foi realizada em uma escola pública no município de Foz do Iguaçu e foram envolvidas duas turmas do nono ano. O objetivo geral consistiu em depreender que ganhos a exploração de práticas letradas em ambiente virtual colaborativo podem ser obtidos para a produção de escrita na escola. Já quanto aos objetivos específicos, consistem em analisar como as interações (intervenções e diálogos) entre os alunos constroem um saber relacionado à produção de textos escritos e como o contexto digital afeta a configuração do discurso proposto. A análise detectou que o deslocamento do foco do texto predominantemente verbal para enunciados multissemióticos trouxe alguns ganhos para a produção da escrita, como, por exemplo, a exploração da relação entre linguagem verbal e imagem, o uso de link e de hiperlink para estabelecer relação intertextual e aumentar o grau informativo e argumentativo do texto. A articulação das diferentes semioses, em uma multiplicidade de sentidos, amplia as ideias contidas nos textos finais dos grupos de alunos produsuários. Detectou-se também que o emprego, por si só, de novas tecnologias não traz garantias de que a exploração de grandes quantidades de informações leve à produção de uma escrita de melhor qualidade do ponto de vista da integração de conhecimentos.
Testa, Elizabeth Ann. "Behind the Screens: A Case Study Exploring the Integration of Digital Readers Into a 12th Grade English Classroom." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1413230472.
Full textSantos, Maurício Nascimento dos. "A sociedade da informação no século XXI: o cotidiano na cultura digital e a leitura como prática cultural." Pontifícia Universidade Católica de São Paulo, 2016. http://tede2.pucsp.br/handle/handle/2597.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
Digital culture - forged by the information revolution of the 60s by the advent of new information technologies and communication, especially the computer and the Internet - has constituted this century a social process of long unplanned duration, inaugurating a new social and cultural space: cyberspace. The world has become culture, a culture-world, where power flows is more important than the power flows in an informational and global society. In this society in transformation, tecnichian process, whose technique is an anthropological constant, the notions of individual, species, society and culture, need to be (re) connected to understand the new ways of thinking, acting and feeling this new social context. Among the diverse cultural practices daily reading, it is one of the most important and is constituted as a reality shared meanings intersubjectively and expressed in language, constituent elements of social reality. Therefore, we sought to understand the impact of digital culture in the contemporary world, in everyday life and reading as a cultural practice, by knowing the contexts of social relations in social reality. The daily was considered as leverage the knowledge and theoretical and methodological route. We conducted a case study on a project developed in cyberspace, in a distance learning platform: the "Literary Virtual Itineraries: Guimarães Rosa". Through a virtual ethnography and a phenomenological approach, analyzed the social interactions of the participants understood as subjective meanings of social action and a relevant reference of the sociology of everyday life. As a universal manifestation of all men, literature is much closer to the sociological and analyzed experiment constituted a powerful source of cultural repertoire expansion. It proved to be an important gathering of information and communication technologies, in cyberspace, with the changes of reading as a cultural practice, and literature, enabling an understanding of the social context of digital culture and innovate in sociological do, as an intellectual craft
A cultura digital - forjada pela revolução informacional dos anos 60 pelo advento das novas tecnologias da informação e comunicação, principalmente do computador e da internet - vem se constituindo neste século num processo social de longa duração não planejado, inaugurando um novo espaço social e cultural: o ciberespaço. O mundo se tornou cultura, uma cultura-mundo, em que poder dos fluxos é mais importante que os fluxos de poder, numa sociedade informacional e global. Nesta sociedade em transformação, o processo de tecnização, cuja técnica é uma constante antropológica, as noções de indivíduo, espécie, sociedade e cultura, precisam ser (re)conectadas para se compreender as novas maneiras de pensar, agir e sentir neste novo contexto social. Dentre as diversas práticas culturais cotidianas a leitura, é umas das mais importantes e se constitui como uma realidade com significados compartilhados intersubjetivamente e expressos na linguagem, elementos constitutivos da realidade social. Por isso, buscou-se, entender as consequências da cultura digital no mundo contemporâneo, no cotidiano e na leitura como prática cultural, conhecendo-se os contextos das relações sociais no real social. O cotidiano foi considerado como uma alavanca do conhecimento e um percurso teórico-metodológico. Realizou-se um estudo de caso, em um projeto desenvolvido no ciberespaço, em uma plataforma de ensino a distância: os Itinerários Literários Virtuais: Guimarães Rosa . Por meio de uma etnografia virtual e de uma abordagem fenomenológica, analisaram-se as interações sociais dos participantes, compreendidas como significados subjetivos da ação social e um referencial relevante da Sociologia da vida cotidiana. Como uma manifestação universal de todos os homens, a literatura se aproxima muito mais do fazer sociológico e o experimento analisado se constituiu numa fonte potente de ampliação de repertório cultural. Revelou-se um importante encontro das tecnologias de informação e comunicação, no ciberespaço, com as mudanças da leitura, como prática cultural, e da literatura, possibilitando uma compreensão do contexto social da cultura digital e um inovar no fazer sociológico, como artesanato intelectual
SANTOS, Jailze de Oliveira. "Usos e significados da escrita ‘fabricados’ no cenário cotidiano de uma escola do Sertão do Pajeú (PE): lendo e escrevendo entre veredas, serras e mandacarus." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/16032.
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O presente trabalho tem como linha temática os usos e os significados das práticas de leitura e escrita ocorridas em uma escola do campo, no município de Serra Talhada (PE), e se alinha à concepção de letramento sancionada por teóricos dos Novos Estudos do Letramento (NEL), os quais compreendem serem as práticas de letramento permeadas de crenças, valores, atitudes e ideologias individuais e sociais e que são marcadas por tempo e espaço específicos. Para desenvolver o presente trabalho, elegemos, como foco de atenção, uma escola situada no município de Serra Talhada (PE), Brasil, e como lócus de observação, os ambientes de sala de aula de uma turma de 5º ano, bem como os espaços externos a essa sala. Nosso arcabouço teórico fundamenta as discussões centrais de nossa tese, que giram em torno das práticas de leitura e escrita; da educação do campo; e do estudo do cotidiano. Por considerarmos que as práticas cotidianas são historicamente “construídas” a partir da união de muitos fatores e por entendermos que diferentes ambientes refletem diferentes realidades, estabelecemos como objetivo geral da pesquisa conhecer e analisar o cotidiano dessa escola no que diz respeito aos eventos e às práticas de letramento vivenciados pela comunidade escolar. Assim, pretendemos identificar e analisar as ações e os usos que giram em torno da escrita e da leitura, tendo como pressuposto o fato de que diferentes sujeitos desenvolvem diferentes práticas. Realizamos um estudo qualitativo, com princípios etnográficos, para podermos, de fato, analisar o processo de construção das práticas de leitura e escrita e suas invenções, de modo a evidenciar suas particularidades. Optamos por instrumentos de pesquisa que permitissem descrever e entender os microcontextos em que se desenvolveram as práticas de letramento focalizadas. Para gerar os dados indispensáveis ao prosseguimento da pesquisa, utilizamos como instrumentos: a observação - enquanto técnica principal de investigação; entrevistas semiestruturadas - com a equipe gestora da instituição, pais de alunos e uma professora da escola, e questionários - aplicados aos pais dos alunos e aos alunos da escola. Nossos resultados apontam que no cotidiano da escola pesquisada há vários momentos nos quais é possível perceber atitudes e discursos transformados, ou melhor, “construídos” de acordo com o contexto presente e com as necessidades da situação. Esse movimento nos permitiu olhar para as singularidades, já que práticas cotidianas revelam maneiras de fazer, construções e readaptações e nos dão indícios a respeito dos usos e significados da língua escrita naquele contexto. Concluímos que a escrita é (re) significada e (re)adaptada às diferentes conjunturas do cotidiano escolar, o qual apresenta, algumas vezes, práticas que se aproximam a aspectos do letramento ideológico e, outras vezes, a aspectos do modelo autônomo do letramento. Acreditamos que esta pesquisa possa contribuir para consolidar as metas propostas para a educação do campo, a fim de que este seja um espaço de produção de cultura e de conhecimento. Um lugar onde a heterogeneidade cultural promova a qualidade da educacional, participação efetiva da comunidade e ampliação das experiências de letramento na busca de um exercício efetivo da cidadania.
The present work has as the main theme the uses and meanings of the practices of reading and writing in a field school in the district of Serra Talhada (PE), and aligns with the literacy conception sanctioned for the New Literacy Studies theorists (NEL), that understand literacy practices are permeated of beliefs, values, attitudes and individual and social ideologies beyond being signed by time and space. To develop this work, we have chosen, as a focus of attention, a school in Serra Talhada district (PE), and as a locus of observation, classroom environments of a fifth-grade class, as well as the external spaces to this room. Our theoretical framework supports the central discussions of our thesis: reading and writing practices, the field education and the study of everyday life. For believing that the daily practices are "built" from the union of many factors and for understanding that different environments reflect different realities, we established as a general objective of the research to know and to analyze the everyday life of this school with regard to events and literacy practices experienced by the school community. So, we intend to identify and analyze the actions and uses that involve writing and reading, starting from the agreement that different individuals develop different practices. We conducted a qualitative study, with ethnographic principles, so that we can, in fact, analyze the process of construction of the reading and writing practices creations, in order to highlight their particularities. We chose research instruments to describe and understand the micro contexts where the focused literacy practices were developed. So, we intended to identify and analyze the actions and uses that involve writing and reading, starting from the agreement that different individuals develop different practices. We conducted a qualitative study, with ethnographic principles, so that we could, in fact, analyze the process of construction of the reading and writing practices creations, in order to highlight their particularities. We choose research instruments to describe and understand the micro contexts where the focused literacy practices were developed. To generate the data to the continuation of the research, we used as instruments: observation - while main research technique; semi-structured interviews with the team manager of the institution, students' parents and a school teacher, and a questionnaire applied to parents of pupils and students of the school. Our results point out that in the everyday life of the focused school there are several moments in which it is possible to understand transformed attitudes and discourses, or better, "built" according to the present context and with the demands of the situation. This movement allowed us to look at the singularities, since daily practices reveal ways to make constructions and usages and give us clues about the uses and meanings of the language written in that context. We concluded that the writing is (re) signified to and (re) adapted to the different situations of everyday life, which presents, sometimes approaches to the practical aspects of the ideological literacy and, sometimes, to the aspects of the autonomous model of literacy. We believe that this research will help to consolidate the goals proposed for the education, making the school a place where cultural diversity promotes educational quality, effective participation of the community and expansion of literacy experiences in the search for an effective exercise of citizenship.
Giraldo, Cadavid Diana. "L'apprentissage des jeunes adultes colombiens dans leur pratiques quotidiennes sur le web." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20047.
Full textThis doctoral thesis aims to understand the daily Web practices of young adults, in relation to their learning through digital resources and tools. The context of this study is Colombia, a country where the integration of Internet in everyday life is a relatively recent phenomenon, but where youth are the largest group of users. We are particularly interested in young people between 19 to 25 years of age, undergraduate students and from middle classes in urban areas. From a communicational perspective, we propose an analysis of their learning as a process which is socially and culturally rooted and inseparable from their identity construction. First, we inquire about the spheres of socialization, the technologies, the usages, the social practices and the cultural values involved. Thus, we consider their digital practices as experienced and perceived by them in everyday life. The analysis also focuses on their online production practices, such as writing blogs or sharing in digital networks, as well as their cultural consumption on the Web. We highlight the active behavior adopted by young people to respond to the abundance, the diversity, the convergence, and the constant change of the media and technological offer. Finally, we examine the skills acquired and developed by them. We explore how they manage their own learning process and develop a reflexive attitude about their Web usage. Thereby, this work seeks to contribute to a better understanding of how digital resources and tools allow young people to acquire new social roles and, therefore, to build a new relationship to knowledge and culture
Mkaza, Linda Olive. "Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape." university of western cape, 2020. http://hdl.handle.net/11394/7231.
Full textWriting is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.
Mkaza, linda. "Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape." Language Education in the Faculty of Education, University, 2019. http://hdl.handle.net/11394/8303.
Full textWriting is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.
Mkaza, Linda Olive. "Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape." Thesis, University of The Western Cape, 2019. http://hdl.handle.net/11394/7508.
Full textWriting is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.
Kist, Silvia de Oliveira. "Um laptop por criança : implicações para as práticas de leitura e escrita." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15660.
Full textThis thesis refers to a case study about the practices of reading and writing of six-year-old children of a literacy class in a public elementary school of Porto Alegre city (RS/Brazil), immersed in a digital quotidian, made viable by One Computer per Student (UCA) project. Its objective was to investigate the practices carried out by students, as well as the possibilities and necessary conditions for the computer to be a tool to make them able to enter the “literate world”, overcoming the strictly scholar relationship with the writing, besides analysing the implications for the conceptualization process. It was presupposed that the technological saturation in a school in the modality in which UCA project was implemented (each child with his own laptop) would change the practices of reading and writing carried out by students. Therefore, these practices of the students were examined according to two units of analysis: practices proposed by the teacher and proposals carried out spontaneously. For each unit, three categories were built, related to literacy, alphabetization and digital fluency. The case study has also presented a third unit, with the analysis of five emblematic cases of students which were representative to the investigation. As typical in a case study, the research has begun with a theoretical proposition, based on previous experiences of the researcher and on the theoretical framework used, which was gradually compared to the data found in the field. At the end of the study, it was considered that the proposition should be adjusted emphasizing the pedagogic proposals for children in initial process of written language learning. It is concluded that daily use of laptops in a network will allow children to use language in real situations, building a symbolic environment propitious to the comprehension of the function and meaning of written language (literacy) and, thus, will create the necessity of understanding of its structure (alphabetization), facilitating the conceptualization process, as long as it is incorporated to appropriate proposals and pedagogic interventions to the needs and possibilities of the child. In the class which was analysed, some conditions were necessary for that to happen. The work by projects, the relation of one laptop per student in the classroom, the connection to the Internet and the use of a virtual learning environment are among them.
Barnett, Karen Rae. "Transformation of communication practices : a case study of older adults' participation in the information society." Thesis, Queensland University of Technology, 2002.
Find full textDanielsson, Martin. "Digitala distinktioner : klass och kontinuitet i unga mäns vardagliga mediepraktiker." Doctoral thesis, Högskolan i Halmstad, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-24372.
Full textMicheau, Béatrice. "Faire avec les ordres documentaires : pratiques info-documentaires, culture écrite et travail scolaire chez des collégiens." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30039/document.
Full textThis thesis aims to understand how the "digital" interrogates both the processes of legitimization and delegitimization of informationnal practices and how these processes are embedded in objects, places and devices. This work takes place within the school institution which transmits implicitly or explicitly, common standards for "good practices" of production, circulation and reception of texts, documents and knowledge. This is an ethno-semiotic study within the class and the library school’s spaces in two medium schools to observe and analyze the ways to search, read, operate, circulate and produce documents. The digital unveils the need to understand the practices and skills to qualify the information beyond canonical methods forged by mediators (citing sources, respect copyright, do not copy and paste etc.), and beyond signs of value inherited from the model of the bibliography and their fetishization in reference (publisher, author, cataloging record etc.). This thesis is based on an anthropological approach of information literacy and of digital as a social phenomenon that redefines geographies and temporalities of texts, knowledge and their documents. This approach allows to renew questions about the concept of document value. This research demonstrates the entrenchment of practices, objects and values at work in the communicational processes of knowledge sharing. Understanding today resistances of pupils to follow the rules of a « good research » requires a political theory of the economy of the document to the digital age and an anthropological approach of the common practices of texts and documents, one is feeding the other
Muscat, Amanda. "Becoming a reader and writer in a digital-material world: An examination of young children’s digitally mediated literacy practices in everyday contexts." Thesis, 2022. https://vuir.vu.edu.au/44708/.
Full textCampbell, Corinna Lynn. "The role of children's everyday cultures in schooled literacy practices." 2015. http://hdl.handle.net/1993/30197.
Full textJackson, Lotoya. "Literacy, Standardization and the Digital Age: Exploring the Digital Literacy Practices of Students who Failed the Ontario Secondary School Literacy Test." Thesis, 2013. http://hdl.handle.net/1807/42627.
Full textMensah, Daniel Martey Junior. "Digital literacy for Sustainable Forest Management practices among Individual Owners in Sweden." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-454484.
Full text"Gatekeeping Practices of Participants in a Digital Media Literacy Massive Open Online Course (MOOC)." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49162.
Full textDissertation/Thesis
Doctoral Dissertation Journalism and Mass Communication 2018