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[en] STORYBOOKS ILLUSTRATION AS A NARRATIVE AFFORDANCE: THE INFLUENCE OF IMAGES FOR THE UNDERSTANDING OF STORIES BY CHILDREN / [es] LA ILUSTRACIÓN INTANTIL COMO RECURSO NARRATIVO: INFLUENCIA DE LAS IMÁGENES PARA LA LECTURA DE CUENTOS POR NIÑOS / [pt] A ILUSTRAÇÃO INFANTIL COMO RECURSO NARRATIVO: INFLUÊNCIA DAS IMAGENS NA LEITURA DE HISTÓRIAS POR CRIANÇASSILVINA RUTH CRENZEL 09 January 2018 (has links)
[pt] Esta Tese apresenta os resultados de uma pesquisa realizada pela
triangulação de um método quantitativo e outro qualitativo que teve por objetivo
detectar como a incorporação de animações interfere na compreensão de histórias
por crianças. Desde o advento do livro infantil, este passou por inúmeras
transformações conceituais e técnicas e evoluiu de gravuras e desenhos de linha a
uma ampla gama de estilos. Hoje, livros infantis exibem milhões de cores e
texturas diversas elaboradas com técnicas e recursos muito variados. No final do
século XX, as mídias digitais interativas já configuravam um novo suporte para
narrativas literárias. Acredita-se que possam promover um novo tipo de
relacionamento entre o sujeito que as lê e as histórias que para ele se desvendam
na medida em que interage com os conteúdos apresentados. No meio digital, as
ilustrações, sempre presentes em contos infantis, ganham novos contornos:
poderão contar com a animação. Com os livros eletrônicos digitais – e-readers –
que hoje são realidade, as crianças passam a ter a possibilidade de explorar
narrativas onde as imagens poderão ganhar movimento. Os resultados podem
colaborar, com designers, escritores, ilustradores, pedagogos e docentes
principalmente no esforço de estimular o prazer de ler no período que segue ao da
alfabetização. / [en] This Thesis presents the results of a research made by the triangulation of a
qualitative and a quantitative method design try to find out how children may
understand narrative content when stories are presented in different forms: as a
traditional hard copy book and as an animated e-book in a digital platform such as
an e-reader. Since the very first storybook for children, the illustrations that have
always been included in such books have gone through many conceptual and
technical changes and has evolved from simple line drawings do a wide range of
styles. Today we see story books showing colors and textures created through
various techniques and resources. Interactive digital media offer a new supporting
structure for literary narrative and may provide the means to create a new kind of
relationship involving the subject who reads and the unfolding stories as he
interacts with the narrative content. In this media, illustration, which has always
made part children of story books, acquires a new form, for there is a possibility to
explore sensorial resources beyond those enhanced by verbal text and printed
illustration and, thus, creates a new way to practice and develop the act of reading.
The collected data and the research results can be used by designers, writers,
illustrators, pedagogy professionals and school teachers as aiding tools in the
effort to stimulate the pleasure of reading by small children after they have learned
the alphabet and during the time they struggle to became fully literate. / [es] Esta Tesis presenta los resultados de uma investigación realizada por
triangulación de um método quantitativo y otro qualitativo que tuvo por objetivo
detectar como la incorporación de animaciones interfiere em la compreensión de
historias por niños. Desde que existe el libro infantil, ya pasó por inúmeras
transformaciones conceptuales y técnicas y evolucionó de dibujos simples a uma
ampla gama de estilos. Hoy, libros infantiles exhiben millones de colores y
diversas texturas elaboradas con técnicas y recursos muy variados. Al final del
siglo XX, los medios digitales interactivos ya configurabam un nuevo soporte
para narrativas literárias. Se cree que este tipo de narrativa pueda promover
nuevas formas de relacionamento entre el sujeito que las lee y las historias que se
Le desvendam em la medida en que interacciona con los contenidos presentados.
Em el medio digital, las ilustraciones, siempre presentes en cuentos infantiles,
adquieren nuevos contornos: podrán contar com la animación. Con los libros
eletrónicos digitales – e-readers – que soy hoy realidade, los ninõs pasaron a
tener la posibilidad de explorar narrativas donde las imágenes podrán moverse.
Los resultados pueden colaborar, com diseñadores, escritores, ilustradores,
pedagogos y docentes, principalmente em lo que significa el esfuerzo de estimular
el gusto por la lectura, el placer de leer, en los años posteriores al período de
alfabetización.
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The impact of mobile reading devices on the reading habits of a group of adolescent learners in ZimbabweBachisi, Ivan 02 1900 (has links)
The pace of technological advancement and growth in the twenty-first century continues to soar at unprecedented levels and beyond human imagination. As the fourth industrial revolution unfolds, it has become increasingly difficult to predict the direction technological innovation will take in the not too distant future. Digital technologies have
become an integral part of every aspect of human existence (work, play, schooling and personal relationships). The purpose of this study was to explore the various ways mobile technological gadgets like cell phones, tablets and laptops could be leveraged to promote a culture of leisure reading amongst a group of Zimbabwean adolescent learners. Data was collected using the literacy practices interview, mobile reading diaries, focus group interviews and the researcher’s personal field notes. Theoretically, the study was guided primarily by Urie Bronfenbrenner's Bioecological systems theory. Also, the study was
supported by Guthrie and Wigfield's reader engagement model and Turner and Hicks' connected reader model. The empirical data collected through the data collection instruments were analysed inductively. The findings revealed that adolescent learners are
a digital generation whose reading needs are ever growing and expectations are ever changing. The adolescent participants expect their reading to be like the rest of their digital lives, which is quick, uninterrupted, personalised and smart. It was found that the
adolescent participants like to read on their terms, as they dislike being told when to read or what to read. Three reader identities were revealed namely; the eager reader, the ‘fifty fifty’ reader and the non-reader. The adolescent participants who were not already mobile
readers readily accepted and adopted mobile reading as it afforded them vast reading opportunities. Besides, the findings of the study revealed that participants encountered many challenges, which in some instances militated against their mobile reading endeavours. These challenges were because of mobile phone use restrictions in schools, prohibitive data costs, a strong emphasis on academic reading as opposed to leisure reading and internet connectivity problems amongst other issues. In this study, the recommendations and guidelines outlined provide a framework with which schools, parents, mobile reading application developers and policymakers can adopt to support a robust mobile reading culture amongst Zimbabwean adolescent learners. The researcher concluded that mobile reading devices are a novel, noble and credible means through which they can foster positive leisure literacy practices amongst Zimbabwean adolescents. / Language Education, Arts and Culture / Ph. D. (Curriculum and Instructional Studies)
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E-Books in SpezialbibliothekenLengauer, Ulrike 16 June 2011 (has links)
Bereits vor zehn Jahren gab es den ersten großen E-Book-Boom. Während damals noch digitale Buchinhalte für spezielle Lesegeräte im Mittelpunkt der Diskussion standen, dominieren inzwischen webbasierte Angebote den stetig wachsenden Markt. Für Bibliotheken eröffnen sich durch diese E-Books der nächsten Generation völlig neue Möglichkeiten in der Informationsversorgung ihrer Benutzer. Sowohl der globale Wissensaustausch, als auch der Zugriff auf Fachinformationen können mit ihrer Hilfe beschleunigt werden. Dies spielt insbesondere für Spezialbibliotheken, wie die der Max-Planck-Gesellschaft, eine große Rolle. Denn gerade von ihnen wird erwartet, dass sie die Mitarbeiter ihrer Institute stets mit den aktuellsten Fachinformationen versorgen.
Aufgrund der Vielzahl an Lizenzierungs- und Angebotsformen auf dem E-Book-Markt ist hier ein Anbietervergleich unerlässlich. Dieser erfolgt im Rahmen dieser Diplomarbeit für die Bibliotheken der Max-Planck- Gesellschaft. Hierfür werden zunächst die aktuelle E-Book-Marktsituation und die Strukturen der Max-Planck-Gesellschaft beschrieben. Anschließend untersucht die Verfasserin die bisherigen Entwicklungen in der zentralen und lokalen E-Book-Erwerbung der Max-Planck-Gesellschaft. Zu diesem Zweck werden u.a. eine Befragung unter den Institutsbibliothekaren und mehrere Experteninterviews durchgeführt. Auf diese Weise können geeignete E-Book-Anbieter für die Max-Planck-Gesellschaft ermittelt und Kriterien gefunden werden, um diese schließlich miteinander vergleichen zu können. Im Ergebnis des Vergleichs gibt die Verfasserin Empfehlungen für die weitere E-Book-Erwerbung in der Max-Planck-Gesellschaft ab.
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