國立虎尾科技大學 |

Third Grade Students' Literacy Practices as They Compose Multimodal Texts in a Digital Writing Workshop.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Third Grade Students' Literacy Practices as They Compose Multimodal Texts in a Digital Writing Workshop./
作者:	Toney, Jennifer L.
面頁冊數:	1 online resource (458 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355557657

Third Grade Students' Literacy Practices as They Compose Multimodal Texts in a Digital Writing Workshop.
Toney, Jennifer L.

Third Grade Students' Literacy Practices as They Compose Multimodal Texts in a Digital Writing Workshop. - 1 online resource (458 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Kent State University, 2017.

Includes bibliographical references

The purposes of this qualitative study, viewed through the New Literacy Studies (NLS) theoretical lens, were to explore third grade students' literacy practices as they composed multimodal informational texts in a digital writing workshop; and examine how these students composed multimodally in a digital format and what their perspectives were on digital, multimodal composition. An ethnographic case study methodology was applied to explore the participants' experiences with digital, multimodal composition by addressing the following questions: (1) What are the literacy practices surrounding the writing by third grade students within a digital writing workshop? (1a) What are the students' perspectives about working in the digital writing workshop? (1b) How does their writing change, both qualitatively and quantitatively? (2) How do students write multimodally when given the chance? (2a) What are their perspectives on that kind of writing?

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355557657Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Third Grade Students' Literacy Practices as They Compose Multimodal Texts in a Digital Writing Workshop.
LDR:03186ntm a2200385Ki 4500 001 918210
005 20181022132747.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355557657
035 $a (MiAaPQ)AAI10753594
035 $a (MiAaPQ)OhioLINK:kent1508600000499313
035 $a AAI10753594
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Toney, Jennifer L. $3 1192472
245 1 0 $a Third Grade Students' Literacy Practices as They Compose Multimodal Texts in a Digital Writing Workshop.
264 0 $c 2017
300 $a 1 online resource (458 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: William Kist.
502 $a Thesis (Ph.D.)--Kent State University, 2017.
504 $a Includes bibliographical references
520 $a The purposes of this qualitative study, viewed through the New Literacy Studies (NLS) theoretical lens, were to explore third grade students' literacy practices as they composed multimodal informational texts in a digital writing workshop; and examine how these students composed multimodally in a digital format and what their perspectives were on digital, multimodal composition. An ethnographic case study methodology was applied to explore the participants' experiences with digital, multimodal composition by addressing the following questions: (1) What are the literacy practices surrounding the writing by third grade students within a digital writing workshop? (1a) What are the students' perspectives about working in the digital writing workshop? (1b) How does their writing change, both qualitatively and quantitatively? (2) How do students write multimodally when given the chance? (2a) What are their perspectives on that kind of writing?
520 $a The findings revealed the participants' writing appeared to be influenced by popular music and culture and the researcher's instruction and their interactions with her---their classroom teacher. Additionally, the findings suggested participants found favor in digital composing and valued communicating multimodally. Third, there were quantitative differences---improvements in students' alphabetic word-based writing---and qualitative differences---there seemed to be the establishment of a collaborative community throughout this project. Moreover, the participants utilized a variety of multimodal elements to craft unique compositions. Finally, when given the opportunity to compose multimodally, the participants took ownership of their work and demonstrated agency as they selected multimodal design elements, produced their digital compositions, and reflected on their choices.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Educational technology. $3 556755
650 4 $a Teacher education. $3 1148451
650 4 $a Elementary education. $3 1148439
650 4 $a Reading instruction. $3 1148440
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0710
690 $a 0530
690 $a 0524
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Kent State University. $b College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies. $3 1180108
773 0 $t Dissertation Abstracts International $g 79-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10753594 $z click for full text (PQDT)