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Rozprawy doktorskie na temat „Multiliteracies”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16244/1/Kathy_Mills_Thesis.pdf.

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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year si

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Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16244/.

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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year si

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Nascimento, Roseli Gonçalves do. "Research genres and multiliteracies." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/100921.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2013-06-25T23:55:17Z (GMT). No. of bitstreams: 1 311498.pdf: 15706515 bytes, checksum: f6d490958014812ae73a9bcf43176039 (MD5)<br>PowerPoint-supported presentations have become an important event for creating and sharing scientific knowledge within and across disciplines (LaPorte et al., 2002; Kunkel, 2004; Tardy, 2005; Adams, 2006). Yet little is known about the ways semiotic resources enabled by Pow

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Magnusson, Petra. "Meningsskapandets möjligheter : multimodal teoribildning och multiliteracies i skolan." Doctoral thesis, Malmö högskola, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15174.

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This thesis concerns the changing predispositions and conditions for contemporary meaning-making in school education. From a socio-cultural perspective, multimodal theory formation is used to find suitable tools and concepts for developing teaching and learning. The overall aims are to investigate and conceptualize meaning-making in school in the frame ofmultimodal theory. Firstly, the research questions are concerned with how teachers work with written; paper-based, expository texts, and secondly, with students' meaning-making, working with meaning-offerings from different modes and media. Th

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Clark, Kristen Radsliff. "Charting transformative practice critical multiliteracies via informal learning design /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259635.

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Thesis (Ph. D.)--University of California, San Diego, 2007.<br>Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 187-195).

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Saurino, Penelope Link. "A case study of PN Charter School : conditions for multiliteracies /." ProQuest subscription required:, 2007. http://proquest.umi.com/pqdweb?did=1338840601&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Thesis (Ed.D)--Boise State University, 2005.<br>Includes abstracts. Appendix E includes the complete preliminary study and the first three chapters of the dissertation titled: Preliminary study : nine themes of multiliteracies, a literary implementation framework. Includes bibliographical references. Also available online via the ProQuest Digital Dissertations database.

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Warren, Amber N., and Natalia Ward. "Equitable Education for English Learners Through a Pedagogy of Multiliteracies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5938.

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Beecher, Bronwyn R. "Early multiliteracies working with family practices, children's agency and critical dialogue /." View thesis, 2010. http://handle.uws.edu.au:8081/1959.7/46178.

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Thesis (Ed.D.)--University of Western Sydney, 2010.<br>A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.

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Drewry, Rachel. "Case Studies in multiliteracies and inclusive pedagogy: Facilitating meaningful literacy learning." Thesis, Drewry, Rachel (2017) Case Studies in multiliteracies and inclusive pedagogy: Facilitating meaningful literacy learning. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/35565/.

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This thesis presents the results of a study designed to examine ways to engage and scaffold primary school students who experience literacy learning difficulties. Utilising a pedagogy of multiliteracies, proposed by the New London Group (1996, 2000), and a framework for inclusive pedagogy (Florian, 2014), this thesis sought to investigate ways to facilitate meaningful literacy learning for students who experience challenges when participating in print-based classroom activities. A qualitative case study approach was adopted to support the broader sociocultural and multiliteracies perspecti

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Brenneman, Megan E. "Composing the Past through the Multiliteracies at the May 4 Visitors Center." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1543565953439188.

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Vaterlaus, Sydnee. "Supporting an Equitable Literacy Program: A Review of the Potential of Multiliteracies." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574178954245032.

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Park, Ho Ryong. "Four English Language Learners' Experiences and Strategy Use in Learning Environments of Multiliteracies." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4194.

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English language learners (ELLs) develop their reading by engaging in diverse literacy activities in the learning contexts of multiliteracies. I investigated ELLs' experiences and their use of strategies when they read computer-based texts at home and in school. In addition, I identified a variety of influential factors that affected the ELLs' use of reading strategies when they read computer-based texts in both research contexts. This research was conducted at homes and at three public elementary schools. Participants were two fourth-grade and two fifth-grade ELLs, four parents, and five clas

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Kitson, Lisbeth Ann. "Multiliteracies and Interactive Whiteboards: Exploring Beliefs and Practices in a Primary School Setting." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/368122.

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Societal changes, technological advances, globalisation, economies in crisis, and cultural and linguistic diversity are a reality of life today. Changes to the workforce and the call for knowledge workers mean it is important to acknowledge the place of technology and multimodal texts as central to the learning process in schools. This calls for a curriculum and pedagogy that is able to situate these changing conditions. Multiliteracies is proposed as one such approach. The purpose of this study was to explore beliefs and teaching practices in relation to literacy, technology (Interactive Whit

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Gagum, Kyung Lee, and Kyung Lee Gagum. "The Manga Boom: The Recent Fairy-Tale Transculturation Between Germany and East Asia." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624539.

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This dissertation critically investigates how German culture is transculturated in Japan and in South Korea and then reproduced in a new form of manga/manhwa. These visual representations are evidence of a long history of German literary transculturation amid Japanese and Korean reading culture. Beginning with moral education materials in the 1880s, I trace the widespread reception of Grimms' fairy tales in East Asia and argue that the success of the translations of the tales was due to the particularly successful fusion of Confucian values with the Western story form. German literature first

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15

Schaenen, Inda Lynn. "Structure and flow toward an organic approach to critical multiliteracies in a writing workshop /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2010. http://etd.umsl.edu/r4481.

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Baker, Samantha Lee. "Development of the MEAL framework: A multiliteracies approach to engaging adolescents in nutrition education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1967.

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Establishing and maintaining a healthy diet is integral in promoting optimal health, growth and development. Moreover, the food choices we make and dietary behaviours we adopt are a reflection of the multiple personal, interpersonal and environmental factors to which we are exposed. Consequently, changing food habits and dietary behaviour is complex and requires the implementation of multifaceted public health strategies. Comprehensive nutrition education provided to adolescents during their school years is one such approach. Adolescence is a period of rapid psychological and physiological cha

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17

Cerigatto, Mariana Pícaro [UNESP]. "Diálogos possíveis entre competências informacional e midiática: revisão da literatura e posicionamento de instituições da área." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153455.

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Submitted by Mariana Cerigatto (maricerigatto@yahoo.com.br) on 2018-04-09T20:27:04Z No. of bitstreams: 1 relatorio_final_tese_mariana_cerigatto..pdf: 3815929 bytes, checksum: 67c02cde9ce0d2327dcdfecb988b79c7 (MD5)<br>Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-04-10T14:27:23Z (GMT) No. of bitstreams: 1 cerigatto_mp_dr_mar.pdf: 3815929 bytes, checksum: 67c02cde9ce0d2327dcdfecb988b79c7 (MD5)<br>Made available in DSpace on 2018-04-10T14:27:23Z (GMT). No. of bitstreams: 1 cerigatto_mp_dr_mar.pdf: 3815929 bytes, checksum: 67c02cde9ce0d2327dcdfecb988b79c7 (MD

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Everett, Tammy Ewing. "Multiliteracies in early childhood education the modes and media of communication by first grade students /." Diss., Thesis supplements, 2006. http://ir.uiowa.edu/etd/91.

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Ng, Elizabeth. "The influence of technology-mediated learning on junior secondary students' multiliteracies development in Hong Kong." Thesis, University of Bristol, 2018. http://hdl.handle.net/1983/73af983e-4c29-4b9b-bf41-f681d28b217b.

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Globalization and technological advancement in recent decades have led to a re- conceptualization of literacy as well as calls for the development of new literacy pedagogies. Concerns over whether school literacy instruction and practices best prepare learners for the 21st century have resulted to a growing body of research on academic efficacy (Mills 2010), although the issue might have been examined more in theory than in practice (Miller and McVee 2012). Grounded in socio-cultural theories and literature on research-informed pedagogic approaches, this dissertation examines how technology-me

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Cavalcante, Andrea Pinheiro Paiva. "Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13273.

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FundaÃÃo de Amparo Ã Pesquisa do Estado do CearÃ<br>nÃo hÃ<br>The research takes as its starting point the uses of laptops in the classroom, from Project One Computer per Student in the Middle and High School Flor de Maravilha in Fortaleza. Through an ethnographic approach (CLIFFORD, 2002; GEERTZ, 1989; DAMATTA, 1978; ANDRÃ, 2010, 1995), with multifaceted character (ARDOINO, 1995) we seek to listen the constellations of experiences that make up such âevents multiliteraciesâ at school when youth cultures deal with digital and communication technologies to answer the question: how the use of lap

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Gardiner, Veronica. "Multiliteracies book club: A participatory context for Australian public primary school teachers to negotiate literacy." Thesis, Gardiner, Veronica ORCID: 0000-0002-8638-5487 (2014) Multiliteracies book club: A participatory context for Australian public primary school teachers to negotiate literacy. Masters by Research thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/24853/.

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This study aimed to explore and influence how Australian public primary school teachers evolve literacy understandings and perspectives, in relation to rapidly changing twenty-first century communication. Acknowledging a variety of theoretical commentary and research literature, the study argues that Australian literacy teaching and learning is currently oriented towards standardised and print-focused approaches, inscribed on teachers' pedagogies through transmissive professional learning and print-oriented curriculum reform. As an alternative, the present research drew on a theoretical framew

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Mahar, Donna. "'I am not a number, I'm a free man' suburban adolescents, multiliteracies, and tactics of resistance /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Richardson, Diane Fern, and Diane Fern Richardson. "Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621855.

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One of the major challenges that persists in postsecondary foreign language (FL) education in the US today is how to implement a more integrated approach to language and literature instruction, that is, one that fosters critical awareness on multiple levels and prepares learners to be globally-connected and engaged citizens (MLA, 2007; Swaffar & Urlaub, 2014). Major contributions for achieving these goals have come from an array of pedagogical approaches that share in common their focus on language as a resource for making socially and symbolically rich meanings that do more than convey facts

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Sabra, Houda. "Cracking the Conventional: Journeying Through a Bricolage of Multiliteracies In an International Languages School In Canada." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40419.

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Multiliteracies theory extends the notion of literacy well beyond the traditional linear text-based definition of reading and writing (New London Group, 1996). It addresses the saliency of cultural and linguistic diversity and the multiplicity of communication channels and media available in our rapidly changing world. Multiliteracies involve engagement with multiple design modes, linguistic, visual, audio, gestural, spatial, and multimodal being a combination of the different modes. This research emerged from the need to open a space for students in an international languages school teaching

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McGilp, Emma L. "A dialogic journey into exploring multiliteracies in translation for children and a researcher in international picturebooks." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8242/.

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In today’s increasingly digitised world, we communicate both locally and globally across different languages, modes and media. Since the New London Group’s (1996) seminal ‘Pedagogy of Multiliteracies’ some twenty years ago, there have been further significant developments in the way we communicate, with the 21st century considered ‘the great age of translation’ (Bassnett 2014:1). Yet despite the increasing number of multilingual, multimodal texts we encounter, classrooms continue to teach traditional, monolingual print-based models of literacy. This research is therefore primarily in response

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Cloonan, Anne, and anne cloonan@deakin edu au. "The Professional Learning of Teachers A Case Study of Multiliteracies Teaching in the Early Years of Schooling." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080716.161254.

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This study is a response to shifts in literacy education produced by the new affordances of multimodal texts and changing social dynamics as a consequence of an increasingly digitised, networked communications environment. Acknowledging the powerful influence of the teacher on student outcomes, the study involved intervention in teacher professional learning as a means for influencing print based literacy pedagogy to incorporate multimodality literacy practices. This study is a case study of the professional learning of four teachers of primary school students over the course of eight months

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Prestridge, Sarah. "Models of Teacher Information and Communication Technologies (ICT) Professional Development that Empower Multiliterate Classroom Practices." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367437.

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This thesis is concerned with examining principles underlying ICT professional development that can enable teachers to change their pedagogical beliefs and practices. In this study an ICT professional development model considered effective for its transforming potential is produced from the literature reviewed. This tentative theoretical model provides structure for the research design and analysis of data. An amended ICT professional development model that identifies a dynamic interplay of three professional learning activities within a core reflective process is presented as an approach to I

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Bridgewater, 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.

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Hamlett, Brenda. "Confidence and competence : developing the mathematical literacy of primary education students in context of a multiliteracies unit." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/597.

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In order to be effective teachers of mathematics in primary schools, pre-service teachers need to be competent in the relevant curriculum content. In addition, many of them enter university education degree courses with relatively low levels of confidence in mathematics. This research examined the efficacy of a newly developed first year core unit, entitled Becoming Multiliterate, in developing competence and confidence in mathematics amongst students enrolled in BEd degrees in primary and early childhood education who were identified as lacking in one or both areas. Staff members who taught i

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Chauvin, B. A. "How a Museum Exhibit Functions as a Literacy Event for Viewers." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/301.

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The purpose of this study was to investigate museum learning by describing the experiences of selected museum visitors who viewed a specified exhibit. The research question is: How does a museum exhibit function as a literacy event for viewers? The responses to interview questions described what viewing was like for two subjects. The paradigm for this research is New Literacy Studies (NLS). NLS considers the cultural issues surrounding literacy experiences. NLS assumes that language arts reflect cultural differences and literacy involves the process of constructing meaning (Barton, Ha

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Moore, Kristen Renee. "(Re)Mapping Spaces Through Multimodality: a Study of Graduate Students Refiguring Multiple Roles and Literacies." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1185472427.

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Meredith, Kimberly Janine. ""We speak the language of changemakers" : critical pedagogies and transformative multiliteracies in a community of practice beyond ESL." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50900.

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As educators face the challenge of preparing students for local and global citizenship in societies marked by such cultural and linguistic complexity that researchers have labeled them “super-diverse” (Blommaert & Rampton, 2011; Vertovec, 2007), older models of English as a Second Language instruction that aimed at the assimilation of non-English speakers into English-dominant societies are giving way to a new wave of pedagogical approaches including multiliteracies (New London Group, 2000) and pluriliteracies (Lin, 2013; Taylor & Snoddon, 2013) that recognize—and create citizens who recogniz

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Savva, Stefania. "The potential of a museum-school partnership to support diversity and multiliteracies-based pedagogy for the 21st century." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38818.

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This thesis has two aims equally significant: firstly to explore the potential of an instructional approach for developing museum-school partnerships that would empower the multiliteracies experiences of diverse students; second to reveal the fine details of the performances deriving from these experiences. The focus is on the experiences of 4 schoolteachers, 2 museum educators and 36 primary students aged 10-12 years old in the island of Cyprus. The conceptual backdrop draws from the field of New Literacy Studies, the proposed Museum Multiliteracies Practice (MMP) framework derived from the m

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Santos, Francine Eloisa 1985. "Multiletramentos : uma análise dos cadernos do professor de língua portuguesa do ensino fundamental II da Secretaria de Educação do Estado de São Paulo." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269647.

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Orientador: Roxane Helena Rodrigues Rojo<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-23T14:44:34Z (GMT). No. of bitstreams: 1 Santos_FrancineEloisa_M.pdf: 9241322 bytes, checksum: 0ab99f2484b0f48f594c1aad424c976a (MD5) Previous issue date: 2013<br>Resumo: Essa dissertação de mestrado discute a questão da pedagogia dos multiletramentos na nova Proposta Curricular do Estado de São Paulo, implantada em 2008, e investiga como se dá a concretização dessa nos Cadernos do Professor de Língua Portuguesa do En

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Golubieski, Mary R. "Teaching for Visual Literacy: Critically Deconstructing the Visual Within a Democratic Education." Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1050012957.

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Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2003.<br>Title from first page of PDF document. Document formatted into pages; contains xv, 316 p. Includes bibliographical references (p. 265-280).

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Medhurst, Nigel Stephen. "Uses and meanings of multiliteracies in a community of learners : student responses and practices in an online teaching module." Thesis, King's College London (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518765.

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Triplett-Stewart, Yolanda M. "Intertextuality, Multiliteracies, and a Double-Edged Sword: Urban Adolescent African American Males’ Perceptions of Enabling Texts, Pedagogies, and Contexts." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429719768.

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Michelson, Kristen E., and Kristen E. Michelson. "Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse: A Multiliteracies-Based Global Simulation in Intermediate French." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560942.

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Contemporary notions of literacy understand communication as a culturally, historically, and socially situated practice of using and interpreting a variety of linguistic and semiotic resources as they combine within oral and written textual genres to fulfill particular social goals within a given cultural context (Gee, 1998, 2012; Cope & Kalantzis, 2000; Kern, 2000; Kramsch, 1993, 1995; New London Group, 1996). These more recent views of literacy have important implications for foreign language (FL) teaching, and call for pedagogies which promote language learning as a socially and culturally

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Su, Yi-Ching. "Teachers and Students as Transmediators: A Case Study of How a Teacher Uses Multiple Semiotic Systems to Support Kindergarteners' Multiliteracies Performance." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1230756916.

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Hawkins, Jill Suzanne. "SOUNDS WRITE: EMBRACING MULTIMODAL TEXTS AS LITERATE COMPOSITION." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1317006310.

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SEITZ, SHEILA K. "EDUCATIONAL REFORM IN A TECHNOLOGY AGE: CONSIDERING STUDENT VOICE." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132234546.

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KAO, CHIN-CHIANG. "Exploring L2 Learners’ Multimodal Composition Experiences in a College-Level ESL Academic Writing Class." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153185995639658.

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Chan, Chun Chuen. "A Sociocultural Mediation Approach in Developing International ESL/EFL Students’ Argumentation using Infographics." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27381.

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Critical thinking and argumentation are essential skills and graduate attributes for university students (Andrews, 2015; Laurillard, 2012; Perkins, 2013). The lack of evidence-based pedagogy for argumentation teaching, however, has been a key finding of many studies (Hirvela, 2017; Wingate, 2012). The main criticism of present approaches is that they are mechanistic and heavily text- but not thinking-/reasoning-focused. The situation is compounded for international students with English as a second/foreign language (ESL/EFL) because of additional challenges: learning in English as an additiona

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Laycock, Dianne Patricia. "Pilgrimage In A Foreign Land: The Lived Experience Of Teaching With Graphic Novels In The Secondary English Classroom." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17250.

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In the context of a multimodal and multimediated textual landscape, a substantial body of research and literature endorses the value of graphic novels as a means to provide authentic literacy experiences for students. A less substantial body of discourse, however, submits that graphic novels have not been embraced as classroom texts to any great extent by teachers. To investigate this disjuncture between theory and practice, and to add to the small body of research on teachers’ practice with the graphic novel format of the comics medium, this study explores nine teachers’ experiences with grap

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Kozdras, Deborah. "From Real to Reel: Performances of Influential Literacies in the Creative Collaborative Processes and Products of Digital Video Composition." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1687.

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In this study, I used a lens of performance theory to examine the creative collaborative processes of middle school students who composed digital videos. More specifically, I investigated the multiliteracies involved in a filmmaking camp and how students performed those literacies in ways that influenced the composition processes and the resulting texts. In order to study collaborative composition processes, I used ethnographic methods. In order to analyze data, I employed a mixed methodology of constant comparative analysis and dramaturgical analysis of interactions in three main informant gr

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Su, Yi-Ching. "Teachers and students as transmediators a case study of how a teacher uses multiple semiotic systems to support kindergarteners' multiliteracies performance /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1230756916.

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Jones, Janet. "Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/2259.

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This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments

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Jones, Janet. "Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science." University of Sydney, 2006. http://hdl.handle.net/2123/2259.

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Doctor of Education<br>This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of onlin

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Mwiiyale, Laina Natangwe. "Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/17605.

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Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleratio

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Neville, Mary, and not supplied. "Teaching multimodal literacy using the learning by design approach to pedgogy: case studies from selected Queensland schools." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070524.142437.

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This study uses qualitative research methodologies to explore the ways in which the Learning by Design framework facilitated the introduction of Multiliteracies and multimodal learning into the classrooms of three Queensland middle schooling teachers as they participated in a professional learning project during the second half of 2004. Recent Queensland education policy initiatives recognise the need for students to espand their 'lilterate' repertoires in this increasingly diverse cultural, linguistic, techno, and global-economic based society; an outcome that has drawn attention to the cruci

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