The Charles C. Sherrod Library at East Tennessee State University serves a student population of roughly 15,000 in addition to a faculty and staff population of around 5,000. In order to effectively reach these populations, the library has developed an outreach strategy which uses Constant Contact for newsletter and other mass email messaging, and Springshare for blog posting. This session will explore the Sherrod Library’s usage of these two services, our best practices, and what has and has not worked for us. In addition, Participants will be given the opportunity to share their own experiences via an online quiz and will leave with ideas to better their own practices.

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Diversas investigaciones refieren que el blog es un recurso en red favorable para la producción de textos escritos y el aprendizaje cooperativo. Al respecto, el presente trabajo es un estudio sobre cómo se construyen cooperativamente los textos académicos en el edublog de los estudiantes del curso de Lengua de una universidad privada de Lima Metropolitana. Se trata de una investigación de nivel descriptivo a partir de un enfoque cualitativo. Bajo el método de estudio de casos, se analiza la construcción cooperativa del proceso de composición (planificación, elaboración y revisión) de textos académicos en cuatro edublogs grupales, pertenecientes a tres coautores, estudiantes universitarios, por blog. Los resultados del estudio de caso muestran que los procesos de la construcción cooperativa de textos académicos en el edublog fueron distintos para cada grupo. Algunos grupos participaron de las tres fases y lograron presentar el texto académico solicitado. Otros no avanzaron y se detuvieron en la fase de planificación. Los medios empleados por los estudiantes para la realización de estos procesos fueron las reuniones presenciales y el uso de espacios virtuales como el correo electrónico, el chat y mensaje de texto del facebook. Utilizaron más el blog para la fase de elaboración y la presentación corregida de las actividades. Se evidencia que emplean los recursos en red de forma privada, si se trata de presentar el borrador de la tarea a sus compañeros, y de forma pública, si la tarea ya ha sido revisada previamente por el grupo en un espacio privado. También se halló que la escritura académica convencional es trasladada a la alfabetización académica en red, sin considerar que en el espacio virtual se cuenta con otras herramientas que permiten la hipertextualidad. / Tesis

This thesis demonstrates that participants in Political Blogging Communities increase their deliberative capacity over time, potentially enabling them to participate in democratic societies. The study unifies perspectives on the meaning of blogs in American politics. It presents a unique theoretical framework that incorporates community and social learning literatures. The Internet is thought to potentially enable a revitalization of democracy because of its political and communicative properties. While studies have looked to deliberation in online forums, this study specifically targets Political Blogging Communities. Blogs have been targeted by a diverse range of scholars and methods that raise questions of their role in emphasizing the constitutional ideal of deliberation. Daily Kos and Red State are among the most popular political discussion sites, but are generally under-investigated in the literature. The theoretical framework and results presented here suggest that they are places where democratic capacity increases. A pilot study provided encouraging results. Because Political Blogging Communities talk about public issues, have several aspects of a supportive community, and feature contributions from ordinary people, they foster an adherence to deliberative norms. The sampling frame sought dedicated participants in an effort to approach the question of social learning over time. To address these questions, the deliberative content of 373 diaries from 20 authors at Daily Kos and Red State was hand coded. This Thesis makes two principal contributions: (1) it introduces a new measure that assesses deliberative quality is introduced, and (2) finds that the diversity of deliberative content in political blogs increases over time. / Master of Arts

\ / Doctorat en Sciences / info:eu-repo/semantics/nonPublished

The rapid growth of the World Wide Web in the last decade makes it the largest publicly accessible data source in the world, which has become one of the most significant and influential information revolution of modern times. The influence of the Web has impacted almost every aspect of humans' life, activities and fields, causing paradigm shifts and transformational changes in business, governance, and education. Moreover, the rapid evolution of Web 2.0 and the Social Web in the past few years, such as social blogs and friendship networking sites, has dramatically transformed the Web from a raw environment for information consumption to a dynamic and rich platform for information production and sharing worldwide. However, this growth and transformation of the Web has resulted in an uncontrollable explosion and abundance of the textual contents, creating a serious challenge for any user to find and retrieve the relevant information that he truly seeks to find on the Web. The process of finding a relevant Web page in a website easily and efficiently has become very difficult to achieve. This has created many challenges for researchers to develop new mining techniques in order to improve the user experience on the Web, as well as for organizations to understand the true informational interests and needs of their customers in order to improve their targeted services accordingly by providing the products, services and information that truly match the requirements of every online customer. With these challenges in mind, Web mining aims to extract hidden patterns and discover useful knowledge from Web page contents, Web hyperlinks, and Web usage logs. Based on the primary kinds of Web data used in the mining process, Web mining tasks can be categorized into three main types: Web content mining, which extracts knowledge from Web page contents using text mining techniques, Web structure mining, which extracts patterns from the hyperlinks that represent the structure of the website, and Web usage mining, which mines user's Web navigational patterns from Web server logs that record the Web page access made by every user, representing the interactional activities between the users and the Web pages in a website. The main goal of this thesis is to contribute toward addressing the challenges that have been resulted from the information explosion and overload on the Web, by proposing and developing novel Web mining-based approaches. Toward achieving this goal, the thesis presents, analyzes, and evaluates three major contributions. First, the development of an integrated Web structure and usage mining approach that recommends a collection of hyperlinks for the surfers of a website to be placed at the homepage of that website. Second, the development of an integrated Web content and usage mining approach to improve the understanding of the user's Web behavior and discover the user group interests in a website. Third, the development of a supervised classification model based on recent Social Web concepts, such as Tag Clouds, in order to improve the retrieval of relevant articles and posts from Web social blogs.

Book reviewing has a fraught history in the United States. Reviewers have long been accused of not being analytical enough. It should be no wonder then with the emergence of social media that online book reviewing has become increasingly popular. Online reviewers, especially book bloggers, are no literary gatekeepers in their own right, shaping the tastes of readers across the world. Book blogs in particular pay special attention to titles which have long been derided by institutions such as libraries, academia, publishers, and bookstores. These literary gatekeepers typically ignore romance, fantasy, mystery, science fiction, young adult fiction, comic books, and certain kinds of children’s literature, calling it lowbrow. Book bloggers, though, demonstrate that such genre fiction is much more than escapist, mixing enjoyment with the literary. In addition, book blogs create space for women who have been systematically excluded from reviewing. The primary way that they do this is by subverting the male gendered language and structure of reviews.

A internet e as novas tecnologias de comunicação e informação vêm transformando as relações sociais e o modo de pensar e agir da sociedade contemporânea, particularmente no que diz respeito a espaços de encontro, partilha, interação, discussão de ideias e temas de interesse comum. A expressão do luto na internet tem sido observada com frequência no ciberespaço, especialmente em blogs e redes sociais. Assim, é relevante investigar as repercussões desta prática nos processos de enfretamento do luto. Objetivo: Compreender a experiência de mães enlutadas sobre a criação e manutenção de um blog temático relacionado à perda de um filho. Método: Trata-se de uma pesquisa qualitativa, a partir da etnografia virtual, com análise de blogs de autoria de mães, cuja temática principal é a perda de um filho. Participaram deste estudo seis mães e respectivos blogs seis de sua autoria. Os dados foram obtidos a partir de observação participante, entrevista semiestruturada e formulário de análise dos blogs. A análise comparativa dos dados permitiu conhecer a experiência das mães ao criar e manter um blog sobre a perda de um filho. Experiência esta composta por seis unidades temáticas: Entrando em contato com a perda, Criação do blog, Cultura do blog, Interações on e off line, Enfrentando o luto e Buscando significado na perda, que se interrelacionam ao longo da experiência. A articulação das temáticas, discutidas à luz de referenciais explicativos afins, contribui para a compreensão da experiência de Ocupar-se de blogar uma estratégia de enfrentamento do luto e restauração da vida de mães após a perda de um filho. Resultados: O ato de ocupar-se de blogar foi analisado como estratégia mediadora do enfrentamento do luto e restauração da vida de mães após a perda de um filho, em movimentos alternados. Ao enfrentar o luto, através da atividade de blogar, as mães tiveram a oportunidade de entrar em contato com a perda, desenvolver estratégias de enfrentamento do luto e buscar sentido e significado para a perda. Alternadamente ao movimento de enfrentamento do luto, foi possível, às mães, vivenciarem oportunidades de restauração/restabelecimento da vida. Assim, a experiência contribuiu ora para a vivência e ressignificação da perda, ora para a restauração da vida após a perda do filho, em movimentos alternados. Ao criar blogs sobre a perda de um filho, de acordo com cultura em rede, as mães produziram interações sociais, que contribuíram para o apoio e o suporte social, além de ressignificação da vida e das ocupações, apesar da perda. Considerações finais: A prática de ocupar-se de blogar sobre a perda de um filho constitui-se em espaços virtuais de expressão, escuta, apoio e suporte social para as mães, num contexto social em que a acolhida ao luto é restrita. Os resultados contribuem para instrumentalizar as equipes de saúde a implementarem, a partir do ciberespaço e de novas tecnologias de informação e comunicação, estratégias de cuidado ao enlutado que o auxiliem a restabelecer e reorganizar a vida, ressignificar suas relações com o falecido, consigo e com o mundo que o cerca. / Introduction: The internet and new communication and information technologies are transforming social interactions and the way of thinking and acting of contemporary society, particularly regarding meeting environments, sharing, interacting, discussing ideas and issues of common interest. The mourning expression on the Internet has been frequently observed in cyberspace, especially in blogs and social networks. Therefore, it is relevant to investigate the repercussions of this practice in the coping processes. Objective: To understand the experience of bereaved mothers about the creation and maintenance of a thematic blog related to loss of a child. Methods: This is a qualitative research, based on virtual ethnography, with analysis of blogs written by bereaved mothers, in which their main theme is the loss of their children. The study included six mothers and their six blogs. Data were gathered through participant observation, semi-structured interviews and an analysis sheet for each blog. The comparative analysis of the data allowed the comprehension of the experience of mothers in creating and maintaining a blog about the loss of a child. This experience consists of six thematic units: Getting in touch with the loss, Creating the blog, The culture of the blog, Interacting on and offline, Facing grief and Seeking meaning in loss, that are interrelated through the experience. The articulation of the thematic units, discussed in light of related theoretical framework, contributes to understanding the experience Getting busy by blogging a grief coping strategy and life restoration experience for mothers after the loss of a child. Results: The act of blogging was analyzed as either a grief coping strategy or a life restoration for mothers after the loss of a child, in an alternation movement. When facing grief through blogging activity, mothers had the opportunity to get in touch with loss, develop grief coping strategies and to search for meaning and significance to the loss. Alternating with the grief coping motion, it was possible, for mothers, to experience opportunities for restoration/restoration of life. So, the experience contributed to reframing the loss, and for restoring their own lives after the loss of their children. By creating blogs on the loss of a child, according to network culture, mothers created social interactions, which increased their social support, as well as gave them a redefinition of life and occupations, despite their loss. Final considerations: the act of blogging about the loss of a child creates a virtual space for expressing, listening, supporting and receiving social support for mothers in a social context in which the reception to mourning is limited. The results contribute to instrumentalize health professionals to implement care strategies, using cyberspace and new information and communication technologies, that assist grieving persons to restore and reorganize their lives, reframe their relationship with the deceased, with themselves and the world around them.

Made available in DSpace on 2016-04-28T18:23:34Z (GMT). No. of bitstreams: 1 Elisabeth Pacheco Lomba Kozilkoski.pdf: 2821027 bytes, checksum: 50e10d93d5be33cb5bf22c1902faeafe (MD5) Previous issue date: 2007-10-01 / This research aimed at (1) identifying the representations high school students reveal about writing in English when paper and blog are used as writing interfaces, and (2) describing and interpreting the process of writing in English on paper and blog as a phenomenon of lived experience. To reach these pre-established goals, this study was theoretically grounded on developments in CAI and CALL (Warschauer, 1998; Garret 1991, Ponte, 1992; Towers, 1992; Brave, 1993); on the concept of blog as interface and on its use in the educational area (Haag, 2006; Williams & Jacobs, 2004; Lara, 2005; O'Donnell, 2005, among others), and on the guidelines presented by the PCN regarding the utilization of technological resources for instructional purposes. The methodological approach was the hermeneutic-phenomenological one (van Manen, 1990). The research context was a public school of São Paulo countryside, and it involved 28 high school students and myself, the teacher/researcher. The texts collected were qualitatively interpreted, considering the identification of recurrent themes (van Manen, 1990), made explicit through a refinement process (Freire, 2006, 2007), which consolidated the validating cycle (van Manen, 1990). The results indicated that the participants representations about writing in English by using the two interfaces focused on in this study were different, thus revealing that, from the students perspective, writing in English on paper was somehow different from blogging. The outcomes also revealed that the structure of the process of writing in English on paper and on blog was different, thus indicating that, in fact, we were dealing with two phenomena of human experience, and not with a single one, as assumed initially. This dissertation aims at contributing to the reflective educational practice of those teachers who intend to develop the written production in English by using blogs, and who look not only for the written product but mainly for writing as a process / Este trabalho teve por objetivos (1) identificar as representações de alunos do ensino médio sobre o ato de escrever em papel e no blog, e (2) descrever e interpretar o fenômeno da produção escrita em língua inglesa nas interfaces papel e blog, tendo como foco aulas regulares de língua inglesa, ministradas no ensino médio. Para atingir os objetivos traçados, esta pesquisa se fundamentou nos desenvolvimentos em CAI e CALL (Warschauer, 1998; Garret 1991, Ponte, 1992; Torres, 1992; Valente, 1993), no conceito de blog como interface e na sua utilização na área da educação (Haag, 2006; Williams & Jacobs, 2004; Lara, 2005; O Donnell, 2005, entre outros), e na proposta dos PCN para a utilização de recursos tecnológicos com finalidades instrucionais. A abordagem metodológica escolhida foi a hermenêuticofenomenológica (van Manen, 1990). O contexto de pesquisa foi uma escola pública do interior do Estado de São Paulo, envolvendo 28 alunos de uma segunda série do ensino médio e a mim, professora/pesquisadora. Os textos colhidos ao longo da investigação tiveram uma apreciação predominantemente qualitativa, propiciada pela identificação de temas recorrentes (van Manen, 1990), emergentes de um processo de refinamento (Freire, 2006, 2007) que consolidou o ciclo de validação (van Manen, 1990). Os resultados mostraram que as representações sobre a produção escrita em língua inglesa nas duas interfaces foram distintas, indicando que, para os alunos, escrever em inglês no papel era, em alguma medida, diferente de escrever em inglês no blog. Os resultados também revelaram estruturas distintas para a produção escrita em língua inglesa nas interfaces papel e blog, indicando, assim, tratar-se de dois fenômenos da experiência humana e, não, de um único fenômeno, como assumido inicialmente. Esta dissertação visa a contribuir para a prática docente reflexiva de professores que se propõem a desenvolver a produção escrita em língua inglesa, fazendo uso do blog, e que buscam não somente o produto mas, principalmente, a compreensão da escrita como processo

Made available in DSpace on 2016-04-28T18:24:03Z (GMT). No. of bitstreams: 1 Lucilene Santos Silva Fonseca.pdf: 4291311 bytes, checksum: 78ac8adcd968a80efdf066399b50941a (MD5) Previous issue date: 2009-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Working as a teacher in Education of Young People and Adults in a public school motivated me to create and use a blog to complement the Portuguese lessons. The use of this resource not only aimed at building a bank of materials and activities but also sought to insert students in the digital context. Therefore this research had as objectives to describe and analyze the teacher s experience regarding this resource in Portuguese lessons in groups of young people and adults from the teacher s field notes as well as to identify and evaluate the receptivity of the students in relation to the introduction and use of the blog from the comments in it and questionnaires. The theoretical basis of this research are centered on Social-Historical- Cultural Theory (Vygotsky, 1934/1998), on Systemic Functional Linguistics (Halliday, 1994/2000) and on the notion of Appraisal (Martin, 2003, 2005) as well as on the concept of Critical Reflection (Schön, 2000). This research was developed based on the qualitative research paradigm (Flink, 2004) and it is characterized as a case study (Lüdke, 1986; Ventura, 2007). At the end of this work, its contributions to the area of new technologies applied to education became evident, specifically in the courses for young people and adults, since as a result of the process generated by means of the blog implementation, I show that it is possible for the students view the computer and its multiple resources as an efficient alternative to deepen their knowledge / Atuar como professora no Ensino de Jovens e Adultos (EJA) em uma escola pública motivou-me a criar e a implantar um blog para complementar as aulas de Língua Portuguesa. O uso desse recurso buscou compor um banco de materiais e atividades e envolver os alunos no contexto digital. Esta pesquisa objetivou, portanto, descrever e analisar a experiência da professora com esse recurso nas aulas de língua portuguesa nas turmas de Ensino Médio do EJA, a partir das notas de campo da docente, bem como identificar e avaliar a receptividade dos alunos com a implantação e o uso do blog, a partir de comentários registrados nele e questionários. A fundamentação teórica da investigação está centrada na Teoria Sócio-Histórica- Cultural (Vygotsky, 1934/1998), na Linguística Sistêmico-Funcional (Halliday, 1994/2000) e na noção de Avaliatividade (Martin, 2003, 2005), bem como no conceito de reflexão crítica (Schön, 2000). Desenvolvida dentro do paradigma da pesquisa qualitativa (Flink, 2004), esta pesquisa caracteriza-se como um estudo de caso (Lüdke, 1986; Ventura, 2007). Ao final do trabalho, ficou evidenciado que ele trouxe contribuições para a área de novas tecnologias aplicadas à educação, especificamente em cursos de EJA, já que, como resultado do processo gerado por meio da implementação de um blog, mostro como é possível aos alunos desses cursos conceber o computador e seus múltiplos recursos como uma alternativa eficiente para aprofundarem seus conhecimentos