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Artykuły w czasopismach na temat "Electronic literacy"
Polkinghorne, Jan. "Electronic literacy, part 2: Electronic writing". Australian Journal of Learning Disabilities 9, nr 2 (czerwiec 2004): 26–27. http://dx.doi.org/10.1080/19404150409546762.
Pełny tekst źródłaSykes-Austin, Barbara. "ELECTRONIC LITERACY: CD-ROM". Art Documentation: Journal of the Art Libraries Society of North America 13, nr 3 (październik 1994): 115–17. http://dx.doi.org/10.1086/adx.13.3.27948655.
Pełny tekst źródłaGrefen, Paul. "Digital Literacy and Electronic Business". Encyclopedia 1, nr 3 (7.09.2021): 934–41. http://dx.doi.org/10.3390/encyclopedia1030071.
Pełny tekst źródłaOlsen, Jan Kennedy. "The electronic library and literacy". New Directions for Higher Education 1992, nr 78 (1992): 91–102. http://dx.doi.org/10.1002/he.36919927812.
Pełny tekst źródłaXia, Jianping. "Multidimensional Electronic Texts Benefits Literacy Learning". Science Insights Education Frontiers 8, S1 (22.01.2021): 8. http://dx.doi.org/10.15354/sief.21.s1.ab019.
Pełny tekst źródłaSelfe, Cynthia L., i Gail E. Hawisher. "A Historical Look at Electronic Literacy". Journal of Business and Technical Communication 16, nr 3 (lipiec 2002): 231–76. http://dx.doi.org/10.1177/1050651902016003001.
Pełny tekst źródłaJ Topping, Michael C Mckenna, Keith. "INTRODUCTION TO ELECTRONIC LITERACY-PART II". Reading & Writing Quarterly 15, nr 3 (czerwiec 1999): 193–96. http://dx.doi.org/10.1080/105735699278170.
Pełny tekst źródłaJ Topping, Michael C Mckenna, Keith. "INTRODUCTION TO ELECTRONIC LITERACY-PART 1". Reading & Writing Quarterly 15, nr 2 (marzec 1999): 107–10. http://dx.doi.org/10.1080/105735699278224.
Pełny tekst źródłaStubbings, Ruth, i Alan Brine. "Reviewing electronic information literacy training packages". Innovation in Teaching and Learning in Information and Computer Sciences 2, nr 1 (lipiec 2003): 1–8. http://dx.doi.org/10.11120/ital.2003.02010001.
Pełny tekst źródłaMeskill, Carla, Jonathan Mossop i Richard Bates. "Bilingualism, Cognitive Flexibility, and Electronic Literacy". Bilingual Research Journal 23, nr 2-3 (kwiecień 1999): 235–46. http://dx.doi.org/10.1080/15235882.1999.10668689.
Pełny tekst źródłaRozprawy doktorskie na temat "Electronic literacy"
Vaughn, Jennifer Sykes. "Facilitating language and literacy development: A dual language perspective". Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10647.
Pełny tekst źródłaThesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Communication Sciences and Disorders
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.
Pełny tekst źródłaWatson, Linda Alane. "The relationship between internet use, self-efficacy, health literacy and health". Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10648.
Pełny tekst źródłaThesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Public Health Sciences
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.
Pełny tekst źródłaJustice, 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.
Pełny tekst źródłaStone, 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.
Pełny tekst źródłaThesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Disorders and Sciences.
"May 2006."
Includes bibliographic references (leaves 62-68)
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.
Pełny tekst źródłaPLEASE 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
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.
Pełny tekst źródłaOrr, 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.
Pełny tekst źródłaAllison, 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.
Pełny tekst źródłaPh.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
Książki na temat "Electronic literacy"
Stananought, Joyce. Computer literacy cards. Ormskirk: Sanda, 1985.
Znajdź pełny tekst źródłaMount, Joyce. Information technologyand computer literacy. Maidenhead: McGraw-Hill, 1990.
Znajdź pełny tekst źródłaInformation literacy & technology. Wyd. 4. Dubuque, Iowa: Kendall/Hunt, 2008.
Znajdź pełny tekst źródłaJohnston, Jerome. Electronic information: Literacy skills for a computer age. Ann Arbor, Mich: National Center for Research to Improve Postsecondary Teaching and Learning, 1986.
Znajdź pełny tekst źródłaBangert-Drowns, Robert L. Electronic texts and literacy for the 21st century. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.
Znajdź pełny tekst źródła1951-, Sullivan Patricia, i Dautermann Jennie, red. Electronic literacies in the workplace: Technologiesof writing. Urbana, Ill: National Council of Teachers of English, 1996.
Znajdź pełny tekst źródłaList, Carla. Information literacy and technology. Wyd. 3. Dubuque, Iowa: Kendall/Hunt, 2005.
Znajdź pełny tekst źródłaBidgoli, Hossein. Information systems literacy andsoftware productivity tools. New York: Macmillan, 1991.
Znajdź pełny tekst źródłaSally, Preston, i Ferrett Robert, red. Computer literacy for IC3. Upper Saddle River, N.J: Pearson/Prentice Hall, 2009.
Znajdź pełny tekst źródłaReading, writing, and digitizing: Understanding literacy in the electronic age. Newcastle upon Tyne: Cambridge Scholars Pub., 2012.
Znajdź pełny tekst źródłaCzęści książek na temat "Electronic literacy"
Walsh, Vincent. "Electronic Data Processing". W Computer Literacy, 75–78. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07674-1_13.
Pełny tekst źródłaFortunati, Leopoldina. "Electronic Textuality: Introduction". W From Literature to Cultural Literacy, 141–47. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137429704_10.
Pełny tekst źródłaWong, Kevin M., i Susan B. Neuman. "The Power of a Story: Reading Live and Electronic Storybooks to Young Children". W Literacy Studies, 157–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20077-0_9.
Pełny tekst źródłaMpe, Phaswane. "Orality and Literacy in an Electronic Era". W Refiguring the Archive, 229–42. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0570-8_14.
Pełny tekst źródłaOkoye, Adaobi N. "Electronic Resources and Literacy Skill in Igbo". W Current Issues in Descriptive Linguistics and Digital Humanities, 697–704. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2932-8_47.
Pełny tekst źródłaVioli, Patrizia. "Electronic Dialogue Between Orality and Literacy. A Semiotic Approach". W Dialoganalyse VI/1, redaktorzy Svetla Cmejrková, Jana Hoffmannová i Olga Müllerová, 263–82. Berlin, Boston: De Gruyter, 1998. http://dx.doi.org/10.1515/9783110965056-026.
Pełny tekst źródłaPõldaas, Mai. "Print or Electronic? Estonian Students’ Preferences in Their Academic Readings". W Information Literacy: Key to an Inclusive Society, 238–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_23.
Pełny tekst źródłaSummers, Kathryn, i Jonathan Langford. "The Impact of Literacy on Usable and Accessible Electronic Voting". W Universal Access in Human-Computer Interaction. Access to the Human Environment and Culture, 248–57. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20687-5_24.
Pełny tekst źródłaJames, Diana P. "“Bonkers”. Increasing Literacy Skills: An Eclectic Electronic Teaching Approach Gone “Bonkers”". W Lecture Notes in Computer Science, 662–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45491-8_127.
Pełny tekst źródłaLandøy, Ane, i Almuth Gastinger. "Print or Electronic Course Readings: Implications for Library Space and Information Literacy Programmes". W Communications in Computer and Information Science, 340–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13472-3_32.
Pełny tekst źródłaStreszczenia konferencji na temat "Electronic literacy"
Ritchie, Ian. "The future of electronic literacy (abstract)". W the ACM conference. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/168466.168471.
Pełny tekst źródłaSood, Saurabh, i Niti Saxena. "Universal Digital Literacy". W ICEGOV '17: 10th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3047273.3047335.
Pełny tekst źródłaKanta, Made J. W., i Agus Zainul Arifin. "Financial Protection and Literacy to Financial Inclusion Usage Electronic Transaction". W 3rd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220404.117.
Pełny tekst źródłaFahey, Nichole. "Training to Overcome Electronic-Information Poverty. An Australian Experience". W 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2365.
Pełny tekst źródłaSubarkah, Cucu Zenab, Aditya Gunawan, Ferli Septi Irwansyah i Uus Ruswandi. "The Development of Chemical-Literacy-Oriented Electronic Module on Battery Topic". W 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221505040509.
Pełny tekst źródłaRusso, Angelina, i Jerry Watkins. "NEW LITERACY NEW AUDIENCES: SOCIAL MEDIA AND CULTURAL INSTITUTIONS". W Electronic Visualisation and the Arts (EVA 2008). BCS Learning & Development, 2008. http://dx.doi.org/10.14236/ewic/eva2008.26.
Pełny tekst źródłaPatankar, Rishikesh, Sanjay Kumar Vyas i Dinesh Tyagi. "Achieving Universal Digital Literacy for Rural India". W ICEGOV '17: 10th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3047273.3047325.
Pełny tekst źródłaWilliam Lopes, Gabriel, i Vitor Gonçalves. "Assessment of scientific literacy levels of IPB students". W INNODOCT 2021. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13631.
Pełny tekst źródłaGellner, Carolin, Luis Perotti, Anne Koppenburger, Ilona Buchem, Michael Dietrich i Anika Heimann-Steinert. "DIGITAL LITERACY OF SENIORS IN THE CONTEXT OF THE ELECTRONIC HEALTH RECORD". W 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0374.
Pełny tekst źródłaMarques, Diana, Robert Costello i José L. Azevedo. "Augmented Reality Facilitating Visual Literacy for Engagement with Science in Museums". W Electronic Visualisation and the Arts (EVA 2013). BCS Learning & Development, 2013. http://dx.doi.org/10.14236/ewic/eva2013.31.
Pełny tekst źródłaRaporty organizacyjne na temat "Electronic literacy"
STROYKOV, S., i I. NIKITINA. THE CURRENT STATE OF THE PROBLEM OF HYPERTEXT IN LINGUISTIC LITERATURE. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-3-50-73.
Pełny tekst źródłaTARAKANOVA, V., A. ROMANENKO i T. TROITSKAYA. FACTORS AND RISKS OF ENVIRONMENTAL SAFETY OF THE CITIES OF THE MOSCOW REGION. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-2-19-29.
Pełny tekst źródłaNezhyva, Liudmyla L., Svitlana P. Palamar i Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4415.
Pełny tekst źródłaMierzwa, Stanley. Approaches that will yield greater success when implementing self-administered electronic data capture ICT systems in the developing world with an illiterate or semi-literate population. Population Council, 2013. http://dx.doi.org/10.31899/rh3.1045.
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