Digital text collections are increasingly important, as they enable researchers to explore new ways of interacting with texts through the use of technology. Various tools have been developed to facilitate exploring and searching in text collections at a fairly low level of granularity. Ideally, it should be possible to filter the results at a greater level of granularity to retrieve only specific instances in which the researcher is interested. The aim of this study was to investigate to what extent detailed metadata could be used to enhance texts in order to improve retrieval. To do this, the researcher had to identify metadata that could be useful to filter according to and find ways in which these metadata can be applied to or encoded in texts. The researcher also had to evaluate existing tools to determine to what extent current tools support retrieval on a fine-grained level. After identifying useful metadata and reviewing existing tools, the researcher could suggest a metadata framework that could be used to encode texts on a detailed level. Metadata in five different categories were used, namely morphological, syntactic, semantic, functional and bibliographic. A further contribution in this metadata framework was the addition of in-text bibliographic metadata, to use where sections in a text have different properties than those in the main text. The suggested framework had to be tested to determine if retrieval was indeed improved. In order to do so, a selection of texts was encoded with the suggested framework and a prototype was developed to test the retrieval. The prototype receives the encoded texts and stores the information in a database. A graphical user interface was developed to enable searching in the database in an easy and intuitive manner. The prototype demonstrates that it is possible to search for words or phrases with specific properties when detailed metadata are applied to texts. The fine-grained metadata from five different categories enable retrieval on a greater level of granularity and specificity. It is therefore recommended that detailed metadata are used to encode texts in order to improve retrieval in digital text collections. Keywords: metadata, digital humanities, digital text collections, retrieval, encoding / Thesis (DPhil (Information Science))--University of Pretoria, 2020. / Information Science / DPhil (Information Science) / Unrestricted

Denna litteraturstudie har som syfte att undersöka hur digitaliseringen påverkar läsutvecklingen hos elever, samt om digital läsning kan motivera och bidra till en ökad lust till läsning. Manuell och citeringssökning har varit de primära sökstrategierna för att finna relevanta artiklar. Artikelsökning via snöbollsurval har även förekommit för att utvidga sökfältet ytterligare. I litteraturstudien ingår vetenskapliga artiklar som berör grundskoleelevers läsutveckling och motivation i relation till digital läsning. Resultaten visar på i vissa fall att läsa digitalt och i tryckt text är relativt likvärdigt, men kan å ena sidan visa resultat som tyder på bättre läsförståelse vid digital läsning och å andra sidan visa att pappersbaserade läs test som görs för att bedöma läsförståelse är mer gynnsam. Resultatet visade även att oregelbundna mätningar som gjordes, avsedda att mäta elevers läsförståelse, läs flyt och läsattityder, så främjade digitala texter både läs flyt och läsförståelse. Fynd i resultatet visar på att omständigheter och inställning har betydelse för läsförståelse hos elever. Fortsättningsvis visar resultatet att äldre elever har bättre läsresultat när det kommer till internetbaserad läsning än vad yngre elever har. Vidare visar sammanställningen av artiklarnas resultat på att tillgängligheten till Internet ger lärare fler valmöjligheter till en varierad läskunnighetsundervisning. Generellt sett blir elever motiverade av att läsa digitalt. Detta gäller i synnerhet lågpresterande samt omotiverade elever.

Universitet och högskolor rekommenderar idag stora mängder digital kurslitteratur. Digitalt material kan representeras i olika format, dels som inskannad från bok (inkongruent läsning), där texten inte kan bli manipulerad, samt som digital text (kongruent läsning), där texten är producerad för ett digitalt syfte och kan bli manipulerad till dess föredragna utseende (typsnitt, storlek, etc.). Dessutom möjliggör digital text användandet av verktyg såsom överstrykning och markörer. Tidigare studier indikerar att användande av sådana verktyg vid studier är fördelaktigt för studenters prestation. Denna studie syftar till att undersöka om olika digitala presentationer av text (inskannad och digital text) påverkar studenters läshastighet samt läsupplevelse. Två akademiska texter i både digitalt och inskannat format agerade som bas för denna fallstudie där skillnaden i läshastighet och läsupplevelse, mellan två gruppen som läste ett format var, analyserades. Resultatet av denna studie visade ingen signifikant skillnad i läshastighet mellan de två formaten. Däremot fanns det avsevärda skillnader i läsupplevelsen, där digital text föredrogs, med avseende på både tillgängliga verktyg samt utseendet på texten. Resultaten angående läsupplevelsen var i linje med tidigare forskning angående vana och attityd, och visade att studenters tidigare vana och bekvämlighet vid ett format påverkar läsupplevelsen av det formatet. Resultaten indikerade även att det fanns ett oväntat samband mellan att öva sig i läsning på ett format, och sedan föredra det formatet. Sammanfattningsvis har denna fallstudie visat att inskannad text har en negativ effekt på läsupplevelsen, och att detta kan bero på studenters ovana vid det formatet. Digital text är därmed att föredra för studenters läsning. / Universities and colleges recommend great amounts of student litterature digitally, which can be represented in different formats. Either as scanned from a book (incongruent reading), where the text can not be manipulated, or as digital text (congruent reading) where the text is produced for a digital purpose and can be manipulated to its preferable appearance (font, size etc). Furthermore, digital text enables the reader to use tools such as highlighters and markers. Earlier studies indicate that usage of such tools during reading is beneficial for the student reading performance. The results from previous research about reading rate are not cohesive, and non existant for incongruent reading situations. This study aimed to investigate whether different digital presentations of text (i.e., scanned and digital text) have an influence on students’ reading rate and their perception of the reading. Two academic texts in both digital and scanned format provided the basis for this study where the disparity of the reading rate and perception, between two groups who read on one format each, where analyzed. The results of this study showed no significant difference in reading rate between the formats. However, there were substantial differences in the perception of reading, where digital text was preferred, both regarding the available tools and the appearance of the text. The results regarding perception were in alignment with previous research in this field, and confirmed that experience and student comfort with a format affects the perception of reading on that format. Results also indicated an unexpected short-term relationship between practicing a format and preferring that format. In summary, this study showed that scanned text has negative effects on the perception of the reading, and that this might be a consequence of students lacking experience with this format. Digital text is hence the preferred format for student reading situations.

Föreliggande studie berör digitala verktyg och digitala texter i svenskämnet. Med studien ämnar jag att beskriva hur digitala verktyg och digitala texter används inom den tidiga läsundervinsingenen. Studiens syfte uppnås genom frågeställningarna; hur och i vilket syfte digitala verktyg och texter används samt beskriver de möjligheter och utmaningar som lärare ser med en digital läsundervisning i skolans yngre årskurser.  Studien består av semistrukturerade intervjuer med fyra lärare som undervisar i svenskämnet på lågstadiet. Resultatet har samlats in, bearbetats och analyserats genom att använda tematisk analys samt jämförts med tidigare forskning inom området. I studien har ett sociokulturellt perspektiv antagits som teoretisk utgångspunkt.  Resultatet visar att det förekommer skillnader i vilka digitala verktyg som finns i klassrummen och att det påverkar hur de används i läsundervisningen. Vidare framkommer att lärare ser den tryckta texten som primär i den tidiga läsundervisningen och att digitala verktyg och texter i första hand används för att stötta elever och på olika sätt främja läslusten exempelvis genom ett obegränsat digitalt utbud.   Slutsatsen i studien är att det inte framkommit belägg för att läsundervisningen har digitaliserats. I stället framkommer att lärare försöker finna sätt att inkludera digitala texter och verktyg på ett sätt som passar undervisningen. I studien framkommer att det behövs mer aktuell forskning som beskriver hur digitala verktyg och texter används i undervisningen i lågstadiet och att lärares röster har relevans. / This study concerns digital tools and digital texts in the subject of Swedish. The study aims to describe how teachers express the use of digital tools and digital texts within the Swedish subject at primary school. The purpose of the study is achieved through questions that answer how and for what purpose digital tools and texts are used and furthermore describe the opportunities and challenges that teachers see with digital literacy in primary school. The study consists of semi-structured interviews with four teachers. The results have been collected, processed and analyzed by using thematic analysis and compared with previous research. In this study, a socio-cultural perspective has been adopted as the theoretical starting point. The results show that there are differences in which digital tools are available in the classrooms and that this affects how they are used in literacy teaching. It appears that teachers see the printed text as primary in early literacy teaching and that digital tools and texts are primarily used to support students, and to promote the love of reading, for example through an unlimited digital supply. The conclusion of the study is that there was no evidence in the study that shoes that literacy education has been digitized. Instead, the study shows that teachers are trying to find ways to include digital texts and tools in a way that suits yearly literacy education.  The study shows that more up-to-date research is needed that describes how digital tools and texts are used in teaching in primary school and that teacher´s voices are relevant.

Digital språkbehandling (natural language processing) är ett forskningsområde inom vilketdet ständigt görs nya framsteg. En betydande del av den textanalys som sker inom dettafält har som mål att uppnå en fullgod tillämpning kring dialogen mellan människa ochdator. I denna studie vill vi dock fokusera på den inverkan digital språkbehandling kan hapå den mänskliga inlärningsprocessen. Vårt praktiska testområde har också en framtidainverkan på en av de mest grundläggande förutsättningarna för ett rättssäkert samhälle,nämligen den polisiära rapportskrivningen.Genom att skapa en teoretisk idébas som förenar viktiga aspekter av digital språk-behandling och polisrapportskrivning samt därefter implementera dem i en pedagogiskwebbplattform ämnad för polisstudenter är vi av uppfattningen att vår forskning tillförnågot nytt inom det datavetenskapliga respektive det samhällsvetenskapliga fälten.Syftet med arbetet är att verka som de första stegen mot en webbapplikation somunderstödjer svensk polisdokumentation. / Natural language processing is a research area in which new advances are constantly beingmade. A significant portion of text analyses that takes place in this field have the aim ofachieving a satisfactory application in the dialogue between human and computer. In thisstudy, we instead want to focus on what impact natural language processing can have onthe human learning process.Simultaneously, the context for our research has a future impact on one of the mostbasic principles for a legally secure society, namely the writing of the police report.By creating a theoretical foundation of ideas that combines aspects of natural languageprocessing as well as official police report writing and then implementing them in aneducational web platform intended for police students, we are of the opinion that ourresearch adds something new in the computer science and sociological fields.The purpose of this work is to act as the first steps towards a web application thatsupports the Swedish police documentation.

Made available in DSpace on 2017-07-10T18:55:27Z (GMT). No. of bitstreams: 1 Ana_Paula.pdf: 3361337 bytes, checksum: 3cc4f3ef5abd9e7dd708d939ee6f94f9 (MD5) Previous issue date: 2013-12-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The teaching material has a relevant role in the language teaching and its discourses can promotes or not, the maintenance of mistaken representation of sociocultural identities. In front of the historical fact of the National Textbook Program distributes for the first time textbook for English subject to the high school, we select these material, as research object based on New Literacies Studies (STREET, 1995, 2003; KLEIMAN, 1995) and Critical Literacy (CANAGARAJAH, 1999, 2009; PENNYCOOK, 1994, 2006; MOITA LOPES, 1996, 1998, FERREIRA, 2000, 2001). In globalization and spread of digital technologies context the sociocultural identity issue has been highlighted as emergent topic in the teaching and learning process of foreign language, therefore it is urgent concern ourselves about the representations published through the digital texts. The identity conception as social production, fluid, hybrid and in constant construction (HALL, 2003, 2006; WOODWARD, 2009) supports this basic and documental research which proposal is analyses in the digital texts from English textbooks, the literacy model and the representations of sociocultural identities. Therefore, we based on Content Analyses (BARDIN, 1977) and on Critical Discourse Analysis (FAIRCLOUGH, 1989, 2001) in order to identity the representations about Brazilian people and about to be Brazilian in five digital texts select from two didactic collections. Based on autonomous and ideological models by Street (1995), the analysis of the five digital texts selected from Links: english for teens e Keep in Mind collections based on Street (1995) illustrated in higher frequency; the use of non authentic texts in the units; reading proposals based on autonomous model of literacy and, they were categorizes under stereotypical/prejudiced and hypothetical/fictitious with superficial treatment to the Transversal Themes; stereotypes and mistaken representations about Brazilian people and about Brazil. In lower frequency, the ideological model of literacy was identified in the libertatory/critical category with the problematization of digital texts themes; the contestation of the representation published on text and reading activities and for enabling the appreciation of student sociocultural background. The results indicates that every didactic material needs to be problematized by the teacher in order to become the English classroom a positive space to the identities students construction through the appreciation of the sociocultural diversity. / O material didático desempenha um papel central no ensino de línguas e os discursos que veiculam podem promover ou não a manutenção de representações de identidades socioculturais equivocadas. Diante do fato histórico de o Programa Nacional do Livro Didático distribuir pela primeira vez livros de Língua Inglesa na educação básica, selecionamos o referido material como objeto de pesquisa com base nos Novos Estudos do Letramento (STREET, 1995, 2003; KLEIMAN, 1995) e no Letramento Crítico (CANAGARAJAH, 1999, 2009; PENNYCOOK, 1994, 2006; MOITA LOPES, 1996, 1998; FERREIRA, 2000, 2001). No cenário de globalização e de popularização das tecnologias digitais, a questão da identidade sociocultural tem se destacado como tema emergente no processo de ensino e aprendizagem de língua estrangeira, sendo, portanto urgente pensarmos as representações veiculadas pelos textos digitais. A concepção de identidade como produção social, fluida, híbrida e em constante construção (HALL, 2003, 2006; WOODWARD, 2009) baliza essa pesquisa básica e documental que tem o objetivo de analisar os textos digitais apresentados no livro didático de inglês, procurando reconhecer o modelo de letramento e as representações das identidades socioculturais. Para tanto, adotamos a Análise de Conteúdo (BARDIN, 1977) e a Análise Crítica do Discurso (FAIRCLOUGH, 1989, 2001) com o objetivo de identificar as representações sobre o povo brasileiro e sobre ser brasileiro em cinco textos digitais selecionados de duas coleções didáticas. Com base nos modelos autônomo e ideológico de Street (1995), os resultados da análise de cinco textos digitais selecionados das coleções didáticas Links: english for teens e Keep in Mind com base em Street (1995) evidenciaram em maior frequência; o uso de textos não autênticos nas unidades; propostas de leitura com base no modelo autônomo de letramento e identificadas nas categorias estereotipada/preconceituosa e hipotética/fictícia com os Temas Transversais tratados superficialmente; estereótipos e representações equivocadas sobre o povo brasileiro e sobre o Brasil. Em menor frequência, o modelo ideológico de letramento foi identificado na categoria libertadora/crítica com a problematização dos temas dos textos digitais; a contestação das representações veiculadas nos textos e nas atividades de leitura; a possibilidade de valorização do contexto sociocultural do aluno. Os resultados apontaram que todo o material didático precisa ser problematizado pelo professor a fim de que a sala de aula de língua inglesa se torne um espaço favorável à construção de identidades dos alunos, por meio da valorização da diversidade sociocultural.

Made available in DSpace on 2017-07-10T18:55:39Z (GMT). No. of bitstreams: 1 Ana Baladeli.pdf: 3361358 bytes, checksum: 98e8eee3b49b27028b1a5d5886332790 (MD5) Previous issue date: 2012-12-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The teaching material has a relevant role in the language teaching and its discourses can promotes or not, the maintenance of mistaken representation of sociocultural identities. In front of the historical fact of the National Textbook Program distributes for the first time textbook for English subject to the high school, we select these material, as research object based on New Literacies Studies (STREET, 1995, 2003; KLEIMAN, 1995) and Critical Literacy (CANAGARAJAH, 1999, 2009; PENNYCOOK, 1994, 2006; MOITA LOPES, 1996, 1998, FERREIRA, 2000, 2001). In globalization and spread of digital technologies context the sociocultural identity issue has been highlighted as emergent topic in the teaching and learning process of foreign language, therefore it is urgent concern ourselves about the representations published through the digital texts. The identity conception as social production, fluid, hybrid and in constant construction (HALL, 2003, 2006; WOODWARD, 2009) supports this basic and documental research which proposal is analyses in the digital texts from English textbooks, the literacy model and the representations of sociocultural identities. Therefore, we based on Content Analyses (BARDIN, 1977) and on Critical Discourse Analysis (FAIRCLOUGH, 1989, 2001) in order to identity the representations about Brazilian people and about to be Brazilian in five digital texts select from two didactic collections. Based on autonomous and ideological models by Street (1995), the analysis of the five digital texts selected from Links: english for teens e Keep in Mind collections based on Street (1995) illustrated in higher frequency; the use of non authentic texts in the units; reading proposals based on autonomous model of literacy and, they were categorizes under stereotypical/prejudiced and hypothetical/fictitious with superficial treatment to the Transversal Themes; stereotypes and mistaken representations about Brazilian people and about Brazil. In lower frequency, the ideological model of literacy was identified in the libertatory/critical category with the problematization of digital texts themes; the contestation of the representation published on text and reading activities and for enabling the appreciation of student sociocultural background. The results indicates that every didactic material needs to be problematized by the teacher in order to become the English classroom a positive space to the identities students construction through the appreciation of the sociocultural diversity / O material didático desempenha um papel central no ensino de línguas e os discursos que veiculam podem promover ou não a manutenção de representações de identidades socioculturais equivocadas. Diante do fato histórico de o Programa Nacional do Livro Didático distribuir pela primeira vez livros de Língua Inglesa na educação básica, selecionamos o referido material como objeto de pesquisa com base nos Novos Estudos do Letramento (STREET, 1995, 2003; KLEIMAN, 1995) e no Letramento Crítico (CANAGARAJAH, 1999, 2009; PENNYCOOK, 1994, 2006; MOITA LOPES, 1996, 1998; FERREIRA, 2000, 2001). No cenário de globalização e de popularização das tecnologias digitais, a questão da identidade sociocultural tem se destacado como tema emergente no processo de ensino e aprendizagem de língua estrangeira, sendo, portanto urgente pensarmos as representações veiculadas pelos textos digitais. A concepção de identidade como produção social, fluida, híbrida e em constante construção (HALL, 2003, 2006; WOODWARD, 2009) baliza essa pesquisa básica e documental que tem o objetivo de analisar os textos digitais apresentados no livro didático de inglês, procurando reconhecer o modelo de letramento e as representações das identidades socioculturais. Para tanto, adotamos a Análise de Conteúdo (BARDIN, 1977) e a Análise Crítica do Discurso (FAIRCLOUGH, 1989, 2001) com o objetivo de identificar as representações sobre o povo brasileiro e sobre ser brasileiro em cinco textos digitais selecionados de duas coleções didáticas. Com base nos modelos autônomo e ideológico de Street (1995), os resultados da análise de cinco textos digitais selecionados das coleções didáticas Links: english for teens e Keep in Mind com base em Street (1995) evidenciaram em maior frequência; o uso de textos não autênticos nas unidades; propostas de leitura com base no modelo autônomo de letramento e identificadas nas categorias estereotipada/preconceituosa e hipotética/fictícia com os Temas Transversais tratados superficialmente; estereótipos e representações equivocadas sobre o povo brasileiro e sobre o Brasil. Em menor frequência, o modelo ideológico de letramento foi identificado na categoria libertadora/crítica com a problematização dos temas dos textos digitais; a contestação das representações veiculadas nos textos e nas atividades de leitura; a possibilidade de valorização do contexto sociocultural do aluno. Os resultados apontaram que todo o material didático precisa ser problematizado pelo professor a fim de que a sala de aula de língua inglesa se torne um espaço favorável à construção de identidades dos alunos, por meio da valorização da diversidade sociocultural

DN:s new Norrland – A digital text analysis of the Swedish national newspaper Dagens Nyheters new editorial offices in northern Sweden.     The aim of this study is to compare the coverage of Norrland in the Swedish newspaper Dagens Nyheter before and after the fourth of April 2022. That date marks the opening of two new editorial offices in Umeå and Luleå as part of new investments in the area. The material gathered for the analysis consists of articles from one year before the editorial offices opened, as well as one year after. The method utilized in this essay was a quantitative digital text analysis, as it was the method that allowed us to capture a whole year worth of news coverage. Using computers in quantitative analysis is of big help, and something that allowed the study to incorporate 1579 articles into two separate networks for our study.    The theoretical framework of this study consists of Representation (defined by Stuart Hall), concepts of media shadow (by Nygren, Althén and Nord) as well as Madeleine Erikssons thoughts about reproducing Norrland in the media. Other theories such as news values, centers and peripheries and agenda setting are also used to strengthen the analysis.    With the help of the network analysis tool Gephi, two different networks of correlations were identified and analyzed. The results show that despite the opening of the new editorial offices,  DN still portrays a picture of Norrland as “the other”. New industries and investments are covered, with lots of articles regarding the need for workers in Norrland. In the networks from Gephi, we can see a shift from focus on Sweden to Stockholm as the main local areas that feature in the articles. However, regions, and most specifically, cities, are still in the periphery of the news discourse in DN.

The diploma thesis is focused on examination of reading skills in reading printed or digital text from screen by children in elementary school age. Ever younger readers are encountering digital reading at the beginning of the development of their reading skills. Therefore, this work aims to map the effect of screen reading and the differences in the processing and the text comprehension as opposed to printed text. The theoretical part describes the psychological aspects of reading based on Czech and foreign sources. Further, this part summarizes the findings of reading digital text from screen, in particular the factors that affect such reading, its advantages and disadvantages and the processes during this reading. A separate chapter is devoted to reading from the screen by school-age children who were subsequently probands of the research part. The empirical part deals with the verification of several hypotheses. These hypotheses verify differences in reading of printed and digital text of the same difficulty. Proband are elementary school pupils aged 8-10 (n=93, girls n=48, boys n=46). Z. Matějček's Reading Exam was chosen as a method for verifying reading skills, which makes it possible to evaluate the dynamics of reading competencies such as performance in error rate, speed, and comprehension...

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