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The conceptual foundation for my creative thesis work is based in research into the development of science, particularly the field of cosmology, and its related visual vocabulary. Three interrelated projects encompass my interests in unique artists' books and variable editions, research based projects, codified presentation of data, and universal interconnectedness, or oneness in all things, that was at the heart of medieval cosmology and is embraced by some 21st century subcultures. The thematic timeline of the artwork spans developments in the Early Middle Ages related to astronomy and cosmology and through 20th century guidebooks and NASA's social media accounts. The resulting artwork includes an artist's book, sculptural bookwork, monoprints, and an edition of broadsides.

This study focuses on developing a book arts curriculum as a tool for teaching about creativity and problem solving. The curriculum's ultimate goal is to introduce and emphasize book arts as an expressive and powerful medium to future teachers and artists. Book arts will be used to offer potentialities for collaborative, learner-centered instruction. Students will create structures and artists' books from their experience, their learning will emerge from personal interactions with the structures and artists' books presented. The curriculum is planned into three modules, each module containing a different set of projects and activities organized to scaffold students learning in an engaging process. The modules examine book structures, artists' books, and a project that can either further explore book structures and artists books, or it can explore incorporating some other aspect of book arts in the project. Each module provides a broad range of examples, discussions, questions, and applications.

No description available.

A limited variable editioned artist book, by measure of depicts an allegorical conversation between medieval author Christine de Pizan and a contemporary woman. It is, in essence, an exploration of edges in which the characters examine the parameters of identity, both personally and societally designated–how to define/re-define/emphasize/blur them, and what happens in the space where they meet.

Thesis--Aix-Marseille. / Includes indexes. Includes bibliographical references (p. [249]-260).

My research is located at the intersection of design and education, focusing specifically on middle and high school literature. Using educational psychology research, particularly in the areas of motivation and engagement, I have explored various ways to deliver traditional literary texts. The hope is to engage students in literature they might normally find boring. Multiple points of entry into the text was a method used in conceptualizing the solutions because it allowed readers to visualize how the text can relate to them as individuals. The solutions provided represent a small portion of what can be done in the intersection of education and design; they are only limited to the number of stories students are required to read in school. / text

Com o propósito de contribuir com dados empíricos para as discussões sobre o livro eletrônico e o futuro do livro, a pesquisa buscou compreender e analisar as formas pelas quais estudantes que ingressaram na Universidade Federal do Rio Grande do Sul (UFRGS) em 2011 se apropriaram dos conteúdos da lista de leituras obrigatórias do vestibular, composta por 12 títulos. Partiu-se do modelo da Ordem dos Livros de Roger Chartier (1998), aplicando-se o con-ceito das listas de vestibular como forma canônica desenvolvido por Ana Cláudia Fidélis (2008). O planejamento metodológico da dissertação seguiu o modelo de Pesquisa em Comuni-cação de Maria Immacolata Vasallo de Lopes (2003). A amostra foi escolhida levando em conta dados quantitativos preexistentes da pesquisa Retratos da Leitura no Brasil (2008). A observa-ção envolveu 263 estudantes de primeiro ano de nove cursos da UFRGS, um de cada Grande Área da Capes, que responderam a um questionário fechado autoaplicado. O formulário incluía questões sobre a quantidade de livros recomendados lidos na íntegra ou parcialmente e os su-portes adotados, além de quantidades de downloads e leituras eletrônicas. Foram empregadas categorias descritivas elaboradas a partir de autores do referencial teórico como John B. Thomp-son (2008), Ted Striphas (2011) e José Afonso Furtado (2006). A análise dos dados quantitati-vos originados pelo levantamento foi realizada de forma qualitativa. Também foi realizada em menor escala triangulação empregando técnicas qualitativas, mesclando-se observação direta e entrevistas telefônicas. A análise dos resultados apontou que houve predominância da leitura em livro impresso, suporte empregado por 90% dos respondentes. O livro eletrônico foi consultado ou lido por pouco mais de 30% dos candidatos pesquisados. Este grupo minoritário dividia-se em dois subconjuntos principais: os que utilizaram o meio digital por se constituir em uma for-ma facilitada de acesso aos títulos e os que empregaram o suporte eletrônico como apoio ao estudo, conjugado com meios impressos. Também se observou que a distribuição em domínio público teve a tendência de determinar os títulos mais lidos eletronicamente. A observação a-pontou ainda grande variedade de configurações de relacionamento com os diferentes suportes de leitura, tanto em torno de perfis individuais quanto por área temática dos cursos. Colateral-mente, observou-se que candidatos dos cursos mais disputados tiveram a tendência de ler mais títulos da lista recomendada, com prevalência da forma impressa. / With the purpose of contributing with empirical data in the discussions about the elec-tronic book and the future of the book, this research sought to understand and analyze the ways in which students who joined the Federal University of Rio Grande do Sul in 2011 took hold of the contents of the admission exam‟s 12 titles mandatory reading list. The starting conceptual model was Roger Chartier‟s The Order of Books (1998), being applied the concept of admission exam‟s lists as canonical form developed by Ana Cláudia Fidélis (2008). The Dissertation‟s methodological planning followed the model of Research in Communication from Maria Imma-colata Vasallo de Lopes (2003). The sample corpus was chosen taking into account quantitative data from pre-existing reading survey Portraits of Reading in Brazil (2008). The observation included 263 first year students from nine courses of the University, one from each major area of Capes. They responded to a self applied closed questionnaire. The form included questions about the amount of mandatory books read in full or in part, as well as the reading apparatus adopted. Downloads quantities and number of titles read in electronic form were also investi-gated. Descriptive categories came from theoretical reference authors such as John b. Thompson (2008), Ted Striphas (2011) and José Afonso Furtado (2006). The analysis of quantitative data from the survey was conducted by qualitative analysis. In lesser extent the empirical work em-ployed qualitative techniques with triangulation intent, merging telephone interviews and direct observation. The analysis of the results pointed out that there was a predominance of reading on printed book, support chosen by 90% of the respondents. The electronic book was consulted or read by just over 30% of candidates surveyed. This minority group was divided into two main subsets: those who sought the digital medium as an easier access to the mandatory titles and those that employed electronic medium as support to study in conjunction with printed media. It was also noted that the public domain distribution had a tendency to determine the titles more read in electronic form. It was observed, still, that there was a wide variety of reading settings, both around individual profiles and by subject area. Collaterally, it was noted that candidates of more competitive courses had the tendency to read more recommended list titles, with preva-lence of the printed form.