Thesis (MTech. degree in Educational Technology) / The current information literacy training programme (ILTP) of the Library and Information Services (LIS) of the Tshwane University of Technology (TUT) is set to be reviewed in such a way as to be presented in a multimodal transfer approach. A baseline evaluation serves to examine the existing programme on Module 5: Electronic Databases, after which an online program thereof is proposed. The components of the proposed multimodal transfer include an important role played by a facilitator, as well as the application of a learning management system (LMS). A bounded case study approach is used, applying an action research strategy that comprises two phases that includes a hybrid methodology of qualitative and quantitative research methods. Evaluating the proposed module, it becomes evident that a multimodal transfer approach is indeed suitable to transfer the necessary literacy skills to use electronic databases. The graphical user interface (GUI) appeals to users, and they report on the ease of use, as well as usefulness for personal studies of the module. In conclusion, the TUT programme is in line with similar programs regarding the development of critical thinking and research skills of students. The proposed transfer mode is successful and should be expanded to other modules of the ILTP. In doing so, it can serve as instrument for capacity building and empowerment of library staff members participating in the training venture.

Literacy, as we have come to understand and teach it, is currently in a situation of critical change. New and increasingly complex electronic technologies are creating new literacies; however, our present concepts of literacy are heavily grounded in Gutenbergian print. This traditional understanding is inadequate for the new and complex literacy of digital discourse. This dissertation foregrounds the issue of how literacy, as manifest in the writing process, is affected when composing in hypertext, most especially in the context of the Internet. This research takes the form of an emergent, field-based, modified case study approach. It is shaped in response to the overarching research question: How are writer's perceptions of the new rhetorical situtations presented by hypertext affecting thelr attitudes towards writing and the consequent decisions they make in response to these perceptions? Information was collected in the form of interviews, observations, journals, correspondence, and artefacts. Methods for collection included both personal contact and technology-assisted remote contact, including email, instant messaging, telephone, traditional mail, and fax. The experiences of seven major informants form the central focus of this study; the experiences of approximately ninety minor informants are included in a more peripheral way. This study offers a detailed description of the complex and dynamic ways in which these writers perceived hypertext as a new rhetorical space, and the consequent writing decisions they made in response to these perceptions. It interprets their experiences in the immediate context of writing theory and hypertext theory, suggests practical applications based on these interpretations, and projects a direction for further study.

Thesis (MEd)--University of South Australia, 1999

Thesis (Ph.D.). / Title from title page of Web Archive (ZIP) (viewed 2008/01/30). Written for the Dept. of Educational Studies. Includes bibliographical references.

No description available.

Thesis (Ed. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (M.Ed.)--Acadia University, 2001. / Includes bibliographical references (leaves 231-248). Also available on the Internet via the World Wide Web.

This study investigates the use of a new literacy software ABRACADABRA with pre-reading kindergarten students. The participants ( n=27) from one school were assigned randomly to one intervention group (rime or phoneme) and (n=17) school two served as a control. Ten hours of either a rime or phoneme ABRACADABRA intervention were employed to compare overall effectiveness of the software with regular classroom instruction. All participants were pre-tested at the onset of the study and post-tested following the intervention using eight highly sensitive measures to detect change in word reading strategies and phonemic skills specific to the two delivery methods. Measures were developed from previous studies and included blending and segmenting of matched CV (consonant-vowel), VC (vowel-consonant) words, high and low rime nonsense word reading, rime and coda articulation tasks. The results showed improvement in both interventions over the control on Letter-Sound knowledge and a combined reading task with a large advantage to the phoneme intervention in blending of VC words.

No description available.

Thesis (M.A.)--University of North Carolina at Wilmington, 2003. / Includes bibliographical references (leaves : [46]-52).