Дисертації з теми "Collaborating reader"
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Spencer, Amy. "Author, reader, text : collaboration and the networked book." Thesis, Goldsmiths College (University of London), 2011. http://research.gold.ac.uk/8040/.
Повний текст джерелаCarroll, Patrick James. "Investigation Into the Use of a Collaborative E-Book Reader AmongIntroductory Physics Students." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564499307072144.
Повний текст джерелаBöhringer, Martin, Alrik Degenkolb, and Andreas Schneider. "Social Feed Reader: Status Quo and Future Perspectives." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141445.
Повний текст джерелаBöhringer, Martin, Alrik Degenkolb, and Andreas Schneider. "Social Feed Reader: Status Quo and Future Perspectives." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27961.
Повний текст джерелаCoyle, James E. Jr. "Wikis in the College Classroon: A Comparative Study of Online and Face-to-Face Group Collaboration at a Private Liberal Arts University." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1175518380.
Повний текст джерелаBrown, Elizabeth Ann Duell, and Elizabeth Ann Duell Brown. "Collaborative retrospective miscue analysis: Implementation of an instructional tool to revalue fourth-grade readers in trouble." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187499.
Повний текст джерелаPoock, William Henry. "Exploring reading with a small group of fourth grade readers and their teachers through collaborative retrospective miscue analysis." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5604.
Повний текст джерелаSchaal, Jennifer. "Ready for the future: assessing the collaborative capacity of state emergency management agencies." Thesis, Monterey, California. Naval Postgraduate School, 2013. http://hdl.handle.net/10945/34242.
Повний текст джерелаLindemann, Cristiane. "O jornal Zero Hora e seus leitores no contexto de convergência jornalística." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/100146.
Повний текст джерелаThis research identifies and analyzes the transformations on the reader’s space due to journalistic convergence within the newsroom of Zero Hora (ZH) as an outline of new elements, practices and settings derived from audience insertion into institutional journalistic production. The studied newspaper is the leader on circulation in Rio Grande do Sul and the sixth in the country. It is also edited by the largest media conglomerate in the south of Brazil, group Rede Brasil de Comunicação (RBS). The present investigation assumes that journalistic convergence refers to an integration process of traditionally separated means of communication, which affects companies, technologies, public and professionals in every phase of content production, distribution and consumption. The methodological procedures include bibliographic and document research, interviews, participatory observation and content analysis. Based on the journalistic field’s legitimacy values and on the current convergence frame, this study evaluates not only changes occurred on the newsroom and on products, but also on business and editorial management, considering both organizational and technological infrastructure. The articulation between tensions derived from the institutional, commercial and editorial natures of the newspaper as a product is analyzed, questioning the audience’s insertion on newsmaking. It was verified that the reader’s most significant participation takes place on spaces institutionally branded for such – 63% of print interventions are on the page Do Leitor, while 71% of digital interventions are on the section Participe -, from which it is inferred, based on triangulated data, that the larger interest rests on the shaping of public loyalty, not of its insertion on the production of informative content. Also, it was found that actions in order to promote audience participation come from the management scope towards the newsroom professionals, in a vertical and hierarchical movement, which doesn’t favor the perception of readers being comprehended as actual actors in the production process.
Drewry, Robert Stephen. "Selecting Vocabulary for Interactive Read-Alouds: Six Intermediate Literacy Collaborative Teachers' Choices." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1435579591.
Повний текст джерелаChaise, Maria Joana Chiodelli. "Do leitor participante ao repórter cidadão: as implicações do novo ato de ler e colaborar no webjornalismo: uma análise do canal leitor-repórter." Universidade do Vale do Rio dos Sinos, 2010. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3153.
Повний текст джерелаMade available in DSpace on 2015-03-26T12:20:33Z (GMT). No. of bitstreams: 1 MariaChaise.pdf: 2048554 bytes, checksum: 4852bd639d7af51f3da09f670438d994 (MD5) Previous issue date: 2010
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As tecnologias de informação e comunicação têm motivado a emergência de novas relações entre os sujeitos e as mídias. A internet, e em especial a web 2.0, deram a largada para a liberdade de emissão e o intercâmbio de conteúdos. Qualquer indivíduo com acesso à rede ganhou condições de produzir e disseminar informações, a qualquer momento e em qualquer lugar. Este cenário, que possui aporte significativo na crescente mobilidade das tecnologias de registro de conteúdos, confere novo status aos leitores colaboradores. Contudo, em webjornais ditos de referência, as possibilidades para que leitores sejam incorporados ao processo de produção jornalístico são pré-definidas e limitadas. Ao mesmo tempo em que convidam o público à participação, estes veículos seguem detentores do protocolo de sentido dos enunciados. Por meio de processos de seleção e mediação, definem pela inclusão ou não dos conteúdos, mesmo nos canais denominados participativos ou colaborativos. A presente pesquisa investigou as colaborações dos interagentes no canal de webjornalismo participativo Leitor-Repórter, do webjornal de referência zerohora.com. Por meio de uma análise de conteúdo, pretendeu-se compreender, de um lado, as motivações dos leitores ao enviarem materiais colaborativos à seção e, por outro lado, avaliar o processo de seleção ou mediação de conteúdo efetivado pelos profissionais editores do canal. As lógicas que regem o comportamento dos atores envolvidos nesta negociação são analisadas tendo em vista sua intersecção com os códigos tanto do jornalismo convencional quanto do jornalismo olaborativo. Além de traçar um perfil das contribuições dos leitores no canal colaborativo, o estudo também investigou o processo que é desencadeado no interior do webjornal para que se tenha uma colaboração publicada. Os resultados demonstram que o webjornalismo participativo praticado por meio da seção Leitor-Repórter atingiu com limites o status de ferramenta de democratização e, em suma, representa um canal adicional de recepção de informações, muitas vezes subaproveitadas pela redação do webjornal.
The information and communication technologies have motivated the urgency for new relationships between the subjects and the media. The Internet, especially the web 2.0, introduced the issue freedom and the exchange of subjects. Any individuals with access to the net got conditions to produce and spread information, at any given time and place. This scenario, which has a meaningful contribution within the increasing mobility of subjects record technologies, gives a new status to the collaborators / readers. However, on web newspapers, the possibilities for readers to be incorporated to the process of journalistic production are pre-defined and limited. At the same time they invite the audience to participate, these media follow the holders of sense protocol of the enunciations. By the means of selection and mediation processes, they decide to include the contents or not, even in participating or collaborative channels. This research investigated the interagents' collaborations in the online participating journalism Reader-Reporter, from reference web newspaper zerohora.com. Through a subject analysis, it was aimed to understand, on one side, the readers' motivations to send collaborative materials to the section and, on the other side, to assess the selection or mediation of subjects process carried out by the channel editing professionals. The logics that rule the behavior of the actors that are involved in this negotiation are analyzed based on their intersection with the codes of the conventional or collaborative journalism. Besides tracing a profile of the readers' contributions in the collaborative channel, the study also investigated the process that is triggered within the web newspaper in order to have a collaboration published. The outcomes show that the participative online journalism practiced through the Reader-Reporter section has achieved with limits the status of democratization tool and, in short, represents an additional channel for information reception, mostly underestimated by the web newspaper editorial staff.
Englund, Marcus. "Are we ready to mix reality in the workplace? : A field study gauging interest and needs surrounding mixed reality collaborative systems." Thesis, Umeå universitet, Institutionen för informatik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-89932.
Повний текст джерелаDyer, Emma. "Where do beginner readers read in the English, mainstream primary school and where could they read?" Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278214.
Повний текст джерелаBlackstone, Jordan Y. "Ready or Not: Addressing the Preparation Gap Between High School and College-Level Writers." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403790235.
Повний текст джерелаBelochio, Vivian de Carvalho. "Jornalismo Colaborativo em Redes Digitais: Estratégia Comunicacional no Ciberespaço. O caso de Zero Hora.com." Universidade Federal de Santa Maria, 2009. http://repositorio.ufsm.br/handle/1/6289.
Повний текст джерелаO presente trabalho foi desenvolvido partindo da idéia de que os sistemas participativos digitais provocam mudanças no território institucionalizado do jornalismo. A busca de marcas do processo destacado começa, no primeiro capítulo, com a análise do jornalismo como território institucionalizado e os processos de desterritorialização, reterritorialização e des-re-territorialização. Em seguida, são destacadas as transformações tecnológicas que facilitaram a formação do que denominamos de cauda longa da informação, que vão desde as bases de dados até as mídias locativas e as tecnologias móveis. É identificado, então, o movimento Pro-Am, marcado pela parceria entre profissionais e amadores. O segundo capítulo é dedicado à reflexão sobre o jornalismo colaborativo nas redes como estratégica comunicacional. Neste ponto, são definidas as seções colaborativas. A identificação leva em consideração as quatro gerações do jornalismo digital, marcadas pela adaptação estratégica dos meios tradicionais à demanda da cauda longa da informação. Nela, surgiram e se fortaleceram as páginas colaborativas abertas. As reflexões realizadas na fundamentação teórica são verificadas a partir dos dados obtidos por meio da metodologia do estudo de caso. A partir dela, foi possível chegar às considerações finais desta pesquisa, que permitiram a identificação de algumas estratégias comunicacionais de Zero Hora.com a partir dos produtos colaborativos. Concluiu-se que ocorrem trabalhos em parceria entre profissionais e amadores no jornal digital. O Pro-Am se estabelece, só que de maneira tímida. Não se pode afirmar que ocorre, em Zero Hora.com, a des-re-territorialização, porém foram identificadas fortes marcas do processo.
Wetterö, Jenny. "Samtal vid skrivande : En studie kring vad som sker i samtalet mellan elever när de skriver tillsammans." Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78600.
Повний текст джерелаThis qualitative empirical study aims at gaining knowledge of what happens in the conversation between students when writing together on a computer, as this can be difficult to detect in classroom situations. A socio-cultural perspective was adopted and the purpose was clarified in the question: In what way do students interact when they together and in connection with the ASL work write a text on the computer? Three students participated in the study, which was conducted on two occasions. The method used was video capture of students' conversations in writing as well as thematic analysis of collected material, inspired by Braun & Clark (2006). The results show that the interaction between the students was comprehensive and crucial to the writing result. There were three categories: interaction, content and spelling. The students show that they find it fun to write together and it was also possible to see how they together improved their texts in different ways and how the computer affected their work. The conclusion is that pairing in writing on the computer has a positive effect on the students' writing development and by seeing what they interact, one can as an educator gain insight into how to further work pedagogically around writing.
Weaver, Joanna Corinne. "An Exploratory Study of Teacher Education Students’ Experiences with an Innovative Literacy Assessment and Remediation Course." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414948474.
Повний текст джерелаFalgas, Julien. "Raconter à l'ère numérique : auteurs et lecteurs héritiers de la bande dessinée face aux nouveaux dispositifs de publication." Thesis, Université de Lorraine, 2014. http://www.theses.fr/2014LORR0112/document.
Повний текст джерелаWhat are the frames to which authors inspired by the comics legacy refer inthe digital environment, characterized by the convergence of media and discursive forms ? How do they refer to such frames in order to make sense and to tell digital stories from which readers are able to share the standards of translation, find routines for their interpretation, and feel entertained by the selection and the arrangement of events ? After setting the context in which emerged the first accounts identified as « original digital comics », the study focuses on the indexical analysis of interviews with authors and readers of two such stories. The analysis reveals the originality of the frames arrangements made by the authors and recognized by their readers. This study shows the importance of sensemaking activities for the invention and adoption of new narrative forms. The critical review of this work raises several methodological issues, particularly regarding the place of the scientist as an actor engaged in the sensemaking activity, but also about the the importance given to words in this kind of researches, and finally about the appropriate interview methods in order to find and explain indexical marks leading to the actors' frames
Sedlack, Robert. "Dignity of boundary." Thesis, 2017. http://hdl.handle.net/2440/119700.
Повний текст джерелаThe thesis couples my creative work, Jack London Slept Here, with an exegesis that argues for an “ethical” approach to the foregrounding of fictional dialogue. My argument will take into consideration the role of the reader and characterisation through dialogue rather than author-intention and self-interest. It invites participation and collaboration as a gesture of abdication of control. My original contribution to knowledge will be found in my argument that this ethical invitation is not the product of ideological positioning or experimentation with novelistic technique, but rather, the result of courage – manifesting through risk; humility – manifesting through erasure; and ultimately, a respect for the boundaries of reader and character. The novel is composed entirely through a series of interviews with my protagonist in his house on a dead-end alley in Hollywood. These interviews take place shortly before and after a shooting massacre at a nearby golf and country club. The interview structure has afforded me the opportunity and challenge to not just reduce narrative description but to eliminate it altogether. It has allowed me to forego all reliance upon speech tags to convey the emotions of the characters. There are no interior monologues and any attempt to interpret character consciousness must be made by the reader based upon their relationship to the dialogue presented to them. The exegesis will investigate the foregrounding of fictional dialogue as a narrative choice for the unobtrusive author and how this function requires a collaborating reader. Bronwen Thomas, who has made significant contributions in the scholarly study of fictional dialogue with her book, Fictional Dialogue: Speech and Conversation in the Modern and Postmodern Novel, was initially inspired by novelist and critic David Lodge’s assertion that novelists who foreground dialogue “have been somewhat undervalued by academic criticism because their foregrounding of dialogue makes them resistant to a method of analysis biased in favour of lyric expressiveness.” [After Bakhtin: Essays on Fiction and Criticism. London: Routledge, 1990. 83.] My research takes the form of a critical reflection of the dialogue novels of William Gaddis, Henry Green and Manuel Puig by employing the theoretical lens of the nineteenth-century German author and theorist, Friedrich Spielhagen.
Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2017.
Feng, Yu Tang, and 馮玉堂. "Considering Reader Value In Library Book Recommendations: A Collaborative Filtering-Based Approach." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/39331323347473487696.
Повний текст джерела國立中正大學
資訊管理學系暨研究所
100
Recommended system in e-commerce plays a very important role, can help improve in sales, also able to provide personalized services from the past customers’ preferences and transactions, and increase customer satisfaction. In recent years, the library import recommendation system to increase the reader's willingness and solve the problem of library usage rate is not high, there are very good results. However, in the university library environment, readers borrowing motivation is different, such as course assignments or term papers need to find library materials, or borrow reference books during the examination period, so some of these acts can't really reflect the preferences of the reader .If the reader does not filtering, and direct use all reader's borrowing record into the recommended system of the book that to development the rules of books recommended system, will affect the quality of recommended books, and even ineffective recommendation. To solve this problem, this study first identified the loyal readers from the Library borrowing record, use RFM model of marketing field to measure customer value, and analysis readers value that to find loyal readers, then use collaborative filtering technology forecast column scores of readers - books borrowing matrix, this study use MAE to measure the forecasts accuracy differences in have filtered loyal readers and unfiltered reader.
Prater, Kathryn Ann Hooper 1963. "Readers' theater is "so much more than fluency" : collaborative work among teacher, students and researcher." 2003. http://hdl.handle.net/2152/12363.
Повний текст джерелаPrater, Kathryn Ann Hooper. "Readers' theater is "so much more than fluency" collaborative work among teacher, students and researcher /." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3118061.
Повний текст джерелаWang, Jing-Ling, and 王金玲. "An Action Research on Facilitating the Fifth Graders to Read Math Readers with Collaborative Strategic Reading." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/35fyb6.
Повний текст джерела國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
98
This study is a qualitative action research project which was aimed at the employment of collaborative strategic reading (CSR). Cycled for three times, the CSR activity was targeted at the fifth graders the researcher was teaching with math readers as research texts. The researcher collected data through class observation, video-taped recordings, interviews, peer feedback, and note-taking sheets. Findings of this study are presented with regard to the difficulties and solutions in implementing CSR by the teacher, students’ perceptions of math contents in the math reading materials, and factors influencing the teacher’s instructions. 一、The teacher’s difficulties and solutions in implementing CSR When the researcher applied CSR to math reading materials, what troubled the researcher most over the course of this study involved the employment of CSR by students, the teacher’s instructions, and contextual management. The CSR teaching was adjusted through the researcher’s CSR demonstration, student practice, instructional modifications, the change of student roles, seating alteration. Through this process, the teacher improved her abilities with regard to evaluating math reading materials, mastering various CSR strategies on math readers, and enhancing her teaching. 二、Factors mediating the teacher’s reading instructions 1. When the students merely attended how story plots develop, the teacher would modify the roles she had played in class in order to lead them to the perception of math. 2. When the students did not employ reading strategies as expected, the teacher would find ways to let them practice the reading strategies again. 3. When the teacher did not manage the class very well, she would modify her teaching in order to ensure that the students could read fluently. 4. When the students extended some issues out of their math knowledge or felt confused about them, the teacher would immediately clarify them conceptually. 三、Students’ perceptions of math contents in the math readers Through reading, the students could perceive math knowledge as a combination of conceptual knowledge, procedural knowledge, and the ability to solve problems. When reading picture books, the students perceived story contexts better than math concepts. The result was opposite in reading text-based books.. The study offers the following suggestions to those who would like to integrate math into reading classes: In reading classes, teachers can 1. incorporate math readers into general reading classes, 2. apply CSR to reading materials of other subjects, 3. try to utilize other reading strategies in the reading class based on math readers, and 4.find other time slots if there is no reading class. In reading classes incorporated with math readers, teachers can prioritize reading materials with interesting stories, clear math concepts, and students’ life experiences and minimize the difference in enjoyment among picture books involving math. Future research can be conducted on teachers, who can be challenged to choose text-based books as teaching materials for math teaching of more depth and breadth. Through instructional design, picture books involving math can be integrated into math classes.
Martin, Andrea. "Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text." Thesis, 2010. http://hdl.handle.net/1974/5404.
Повний текст джерелаThesis (Ph.D, Education) -- Queen's University, 2010-01-27 15:10:03.202
Liu, Hsueh-Yang, and 劉學陽. "A Case Study of Readers Theater’s Implementation in English Remedial Program of Elementary School: A Collaborative Learning of CALL RT." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/x67f9s.
Повний текст джерела臺北市立大學
英語教學系
105
This study investigates the collaborative strategies used by learners in a remedial program of an elementary school in Taipei, Taiwan, during the Readers Theater (RT) practice, rehearsal, and final performance. RT’s contribution to the promotion of English proficiency and students’ perspective of RT are also explored. The qualitative approach was adopted for this study. Seven sixth-graders participated in this program, for the sessions conducted in the morning time, twice a week, for 14 weeks. The course conducted included instruction of Readers Theater for ELT: Gua Gua English, group discussion, and group practice. Class observations and in-depth interviews were the main data collected and analyzed. The findings present that most of students were in favor of RT instruction and its practice, which includes enhancement of collaboration skills and interpersonal relationship, improvement of oral and reading proficiency in English. In addition, from the in-depth interview, some students considered that RT could be applied in the regular English classes in the future if possible. Based on the research findings, some pedagogical suggestions are stated for teachers who might want to conduct the RT in the future.
Mota, José. "Da Web 2.0 ao E-learning 2.0 : aprender na rede." Master's thesis, 2009. http://hdl.handle.net/10400.2/1381.
Повний текст джерелаA emergência da Web 2.0, ou Read/Write Web, é algo que vai muito para além do mero domínio tecnológico: ela é, mais do que uma revolução tecnológica, uma revolução social e cultural, estendendo-se a todas as áreas da sociedade. Em poucos anos, a Web 2.0 mudou radicalmente a forma como as pessoas utilizam a Internet e interagem com os outros, com a informação e com o conhecimento. De consumidores de conteúdos e informação, estes novos cidadãos digitais passaram também a ser produtores de informação, criando conteúdos que partilham e que passam a fazer parte do corpus de informação e de conhecimento disponíveis na Web, tomando para si o controlo de muitos processos e espaços tradicionalmente dominados por corporações e instituições. Do citizen journalism ou jornalismo participatório aos sistemas de recomendação dos próprios consumidores, é o embrião de uma democracia digital solidária, empenhada e voluntária que parece tomar forma. Quando vista na perspectiva do e-Learning, esta nova realidade provoca mudanças muito significativas, podendo falar-se na emergência do e-Learning 2.0. Os utilizadores trazem para as situações de aprendizagem uma série de necessidades e expectativas, de formas de actuar e de se relacionar com a informação e o conhecimento que exigem novos modos de facilitar e orientar a sua formação. Por um lado, aspectos como a independência e a autonomia na aprendizagem, a sua personalização e o controlo desse processo por parte de quem aprende, desde sempre fundamentais no ensino a distância, ganham agora uma nova dimensão e relevância, quando a cultura participatória da Web actual exigepedagogias, elas também, participatórias, em que os aprendentes sejam contribuintes activos para a sua experiência de aprendizagem. Por outro lado, a vivência em rede, assente na partilha, no diálogo e na colaboração, requer contextos em que a aprendizagem tenha uma forte dimensão social e a interacção e a colaboração sejam incentivadas. Novas perspectivas pedagógicas para a era digital, como o Conectivismo ou a Educação Rizomática, juntam-se às abordagens de raiz socioconstrutivista potenciadas pela utilização do software social. Enquanto alguém que aprende ao longo da vida, o utilizador Web 2.0 transporta consigo um conjunto de contactos, recursos, ferramentas e artefactos (dinâmico, mutável e evolutivo), uma espécie de portfólio pessoal combinado com uma rede social de comunicação e interacção, que constitui, de certa forma, o seu Ambiente Pessoal de Aprendizagem (Personal Learning Environment – PLE). As características deste contexto sociocultural, tecnológico e educativo e a experiência que resulta de viver e aprender nele conduzem a uma certa desestabilização e problematização de noções como as de autoria, validade e certificação do conhecimento, aprendizagem formal e informal, relação entre quem aprende e quem ensina ou natureza e finalidade do conhecimento, bem como do papel da Universidade e do Professor.
Abstract: The emergence of Web 2.0 or Read/Write Web is something that goes beyond technological development: more than a technological revolution, we are witnessing a social and cultural revolution spreading to all áreas of society. In a few years, Web 2.0 has radically changed the ways people use the Internet and interact with others and with information and knowledge. From consumers of content and information, these new digital citizens have become producers, creating content which they share and that becomes part of the information and knowledge freely available on the Web, claiming the control of many processes and contexts traditionally under the tight grip of corporations and institutions. From citizen or participatory journalism to the user recommendation systems, a solidary, committed and voluntary digital democracy seems in the making. When seen through the lens of e-Learning, this new reality brings changes significant enough to give rise to a new concept: e-Learning 2.0. Users bring into their learning experiences a series of needs and expectations, of ways of acting and relating to information and knowledge that call for new ways of facilitating anad guiding their learning. On the one hand, learner independence and autonomy, personalization of learning and learner control of the learning process, which have traditionally been some of the fundamental aspects of Distance Education gain a new dimension and relevance, when the participatory culture of the Web today demands pedagogies which are also participatory. On the other hand, the network experience, based on sharing, conversation and collaboration requires contexts in which learning has a strong social dimension and collaboration and interaction are fostered. New pedagogical perspectives for the digital era, such as Conectivism andRhizomatic Education, join socioconstructivist approaches enhanced by social software. As people who learn throughout their lives, Web 2.0 users carry with them a compound of contacts, resources, tools and artefacts (dynamic, mutable, evolving), a kind of personal portfolio combined with a social communication and interaction network which constitutes their Personal Learning Environment (PLE). The characteristics of this sociocultural, technological and educational context and the experience that results from living and learning in it lead to a certain destabilization and questioning of the notions of authorship, validity and certification of knowledge, formal and informal learning, relationship between who learns and who teaches and the purpose of knowledge, as well as the roles of the University and the Teacher.
"Itwestamakewin: the invitation to dialogue with writers of Cree ancestry." Thesis, 2013. http://hdl.handle.net/10388/ETD-2013-03-991.
Повний текст джерелаProvencher, Julie. "Le rôle des stratégies de justification lors de l'élaboration de réponses à la suite d'une lecture : une recherche collaborative menée en 2e et en 4e année du primaire." Thesis, 2020. http://hdl.handle.net/1866/24280.
Повний текст джерелаThis collaborative research aims to better understand the concept of reading response. More specifically, we have identified the strategies used by 2nd (N=5) and 4th grade students (N=6) and teachers (N=2) when developing their responses. We also wanted to check whether the degree of support offered had an impact on the frequency or diversity of the response strategies used by 2nd and 4th grade students. Three didactic methods were used: the interactive read aloud, the think-pair-share strategy and literature circles. Teachers in Grades 2 and 4 used the same literature books and the same questions related to the four dimensions of reading (comprehension, interpretation, reaction and critical judgement) with their students during the discussions. The teachers also assessed the students' written responses and we identified the criteria they used to judge the quality of a good response. Our results indicate that 16 response strategies were used by students or teachers to develop their response to literature: Use of an excerpt, a quote or an example from the text, Use of an example that is NOT taken from the text or its personal experience, Use of an illustration, Making a comparison, Use of a strong image or metaphor, Use of a philosophical message, Use of a personal experience or a connection with one's life, Visualization, Reinvesting the response of a peer, teacher or authority, Use of implicit information or inferences, Use of characterization, Noticing author’s purpose and illustrator’s intent, Use of a judgment, Use of linguistic cues, Use of structures and features of the narrative text to describe an element of the story and finally, Use of specific and precise words to respond. Grade 4 students use more response strategies, not only in frequency, but also in variety when developing their reading responses. They are also the only ones to use the response strategy: Use of linguistic cues. Several techniques are used by 2nd and 4th grade teachers to support students in developing their responses. Our results indicate that the students' responses strategies vary according to the degree of support offered by the teachers (shared and guided approach). 8 Regarding the results related to the interactive read aloud, 2nd grade students "learn to use" their strategies in this didactic method through modeled, shared and guided strategies. 4th grade students "develop their autonomy" by using their response strategies independently during interactive read alouds. We also find that the use of high-level response strategies by teachers pushes students to use response strategies that they don’t usually, or rarely, use. The Think-Pair-Share strategy is the didactic method that has generated the most response strategies on the part of 2nd grade students. Thanks to its structure, several levels of support are possible, which allows the students to help each other in the construction of their responses (peer-guided approach). Literature circles turn out to be the least effective method for 2nd grade students. The drop in the number of response strategies observed is directly linked to the low level of support offered by the teacher. On the other hand, literature circles are an interesting didactic method for 4th grade students. It is the method that generated the most response strategies. By its very structure, it allows students to help their peers (peer-guided approach), but also to co-construct the discussion. Finally, the teachers who participated in this research project identified more response strategies at the end of this project than they did before it began. We also note that their evaluation criteria for judging the quality of a good response deepened during the second evaluation phase. More research is needed to better understand the teaching practices that promote the development of reading response. We believe that orienting training towards formative assessment would allow teachers in Quebec to better identify, give feedback and support the response strategies of their students.