Thesis (Ed. D.)--University of South Dakota, 1992. / Includes bibliographical references (leaves 82-89).

Thesis (Ed. D.)--Illinois State University, 1992. / Title from title page screen, viewed January 11, 2006. Dissertation Committee: Dent M. Rhodes (chair), Raymond A. Davidson, Janet D. Hartman, Bill E. Swafford. Includes bibliographical references (leaves 82-85) and abstract. Also available in print.

Thesis (MPhil)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (Ph. D.)--Purdue University, 1976. / Typescript. Includes bibliographical references (leaves 100-103).

Thesis (Ed. D.)--University of South Dakota, 1992. / Includes bibliographical references (leaves 82-89).

Thesis (Ph. D.)--University of Pittsburgh, 1980. / Typescript. Includes bibliographical references (leaves 149-152).

Thesis (M.A. (Journalism)) - Rhodes University, 2007 / "Thesis submitted in partial fulfilment of the requirement for the degree of Master of Arts" - T.p.

Den digitala utvecklingen och de digitala verktygen i undervisningen ställer krav på att elever genom undervisningen ges möjlighet till att utveckla kompetenser i att hantera det innehåll de varje dag möter. Syftet med denna studie är därför att, med vetskapen om den ökande digitalisering som sker i svensk skola, undersöka vilka uppfattningar och kunskaper lärare har om media literacy och de två kompetenserna att söka och kritiskt värdera information i svenskundervisningen i årskurs 4–6. Utifrån syftet har två frågeställningar formulerats: Hur definierar lärare behovet av att undervisa om media literacy-kompetenserna att söka och kritiskt värdera information i svenskundervisningen i årskurs 4–6? Hur arbetar lärare med media literacy-kompetenserna att söka och kritiskt värdera information i svenskundervisningen i årskurs 4–6? Materialet har samlats in genom semistrukturerade intervjuer med fem verksamma svensklärare i årskurs 4–6. Denna studies teoretiska utgångspunkt är pragmatismens teori om lärande. Resultatet i denna studie visar att lärare definierar behovet av att undervisa om kompetenserna att söka och kritiskt värdera information som stort då skolan måste rusta eleverna till att kunna fungera i det framtida, digitala samhälle som väntar dem. Resultatet i denna studie visar också att lärare arbetar både planerat och oplanerat med kompetenserna och att de oplanerade tillfällena kan leda till autentiska situationer som kan möjliggöra för eleverna att lättare koppla skolans innehåll till det verkliga livet. / The digital development and the digital tools in the education requires that the student through education gets opportunities to develop skills so that they can handle the content they meet every day. Therefore the purpose of this study, with the notice of the increased digitalization that happens in the Swedish schools, is to see what comprehension and knowledge teachers have about media literacy and the two competencies to search and critically evaluate information in the Swedish-education in grade 4–6. Based on the purpose two question formulations have been made: How do teachers define the need of teaching about the media literacy competences to search and critically evaluate information in the Swedish-education in grade 4–6? How do teachers work with the media literacy-competences to search and critically evaluate information in the Swedish-education in grade 4–6? The material has been collected through semi structured interviews with five active Swedish-teachers in grade 4–6. The theoretical starting point of the study is the pragmatism theory of learning. The result in this study shows that teachers define the need of teaching about the competences to search and critically evaluate information as big because the school have to prepare the students so that they can function in the future, digital community that they will be a part of. The result in this study also shows that teachers work both planned and unplanned with the skills and that the unplanned situations can lead to authentic situations that can enable the students to easier connect the content in school with their everyday life.

Despite a constant rise in the attainment of Sats results year on year, the perception remains that British primary school children are underachieving and that they are reluctant readers and writers. In order to motivate their students, some teachers use films as a visual stimulus to provide students with ideas and create a personal and emotion connection with the written text. In the school years of 2013/14 I followed 21 primary classes which were taking part in a ‘film literacy’ scheme run by Bradford UNESCO City of Film. This initiative saw the training of teachers in the use of film as a tool in literacy lesson with the hope to raise attainment and motivation. Students and teachers completed questionnaires and interviews which were analysed in conjunction with observations and the students’ literacy grades. The research showed that both students and teachers recorded an increase in motivation. Further, significant progress in attainment also became evident: film literacy students raised their grades by 23.3% beyond the expected year-on-year increase. Improvements in inference, comprehension and vocabulary were especially praised. Students from schools with a low-income environment benefitted in particular. The research discusses six potential reasons for these changes, two of which are based on the belief that film is a particularly suitable medium for teaching as it engages students emotionally. Although the thesis acknowledges that Bradford involved a unique group of schools in the film literacy training and research, it nevertheless argues that film could be useful addition to primary classrooms due to its potential ability to raise standards and engage reluctant young writers.

Text in Afrikaans / Die probleem wat in hierdie studie aangespreek word, is die gebrek aan 'n didakties gefundeerde mediabenuttingstrategie vir afstandsonderwys. So 'n mediabenuttingstrategie behoort op 'n wetenskaplike ondersoek wat bestaande kennis en navorsing met 'n didaktiese besinning oor die moontlikhede en beperkinge van mediabenutting integreer, gebaseer te wees. Om hierdie probleem te oorkom word daar gepoog om 'n didakties verantwoorde grondslag vir die mediakundige ontwerp van mediabenutting in afstandsonderwys daar te stel waaruit 'n mediabenuttingstrategie vir afstandsonderwys saamgestel kan word wat ook binne die konteks van die Universiteit van Suid-Afrika toegepas kan word. Daar word dus vanuit 'n didaktiese perspektief na mediabenutting in afstandsonderwys gekyk. Daar word gepoog om aan te dui dat mediabenutting (van die mees eenvoudige tot die mees ingewikkelde) voorafgegaan behoort te word deur didakties gefundeerde mediakundige ontwerp. Eerstens word 'n aantal basiese uitgangspunte ten opsigte van didaktiese fundering en mediabenutting geformuleer. Die belangrikste aspekte wat aangespreek word, is die didaktiese situasie en mediabenutting, enkele grondliggende didaktiese riglyne, leerervarings, leergeleenthede en leerstofverwerking. Hierdie aspekte word as die onderbou beskou waarop doeltreffende mediakundige ontwerp in afstandsonderwys gefundeer behoort te word. Daarna word daar teen die agtergrond van didaktiese ontwerpmodelle, kommunikatiewe beeldeienskappe en media-eienskappe aangetoon dat mediakundige ontwerp 'n integrale deel van didaktiese ontwerp behoort te wees. 'n Uitgebreide model vir die beplanning van doeltreffende mediabenutting word daargestel om benut te kan word as 'n kontrole-instrument vir die mediakundige ontwerp van doeltreffende didaktiese gesprekke. In hierdie verband word daar klem gelê daarop dat 'n verskeidenheid van kundighede (vakinhoudelik, didaktiese fundering, afstandsonderwys, mediakundige antwerp, praktiese en tegniese mediakundige aspekte, en so meer) nodig is om op 'n doeltreffende wyse sinvolle mediabenutting tydens didaktiese gesprekke te verseker. Enkele aspekte rakende afstandsonderwys in die algemeen word daarna vanuit 'n mediakundige perspektief ondersoek met verwysing na die kernaspekte wat in definisies en beskrywings van afstandsonderwys voorkom. Enkele aspekte, spesifiek ten opsigte van mediabenutting in afstandsonderwys, word bespreek en 'n aantal tendense uit die literatuur word geidentifiseer. 'n Moontlike scenario ten opsigte van mediabenutting in afstandsonderwys word voorgestel met spesiale verwysing na die Universiteit van Suid-Afrika. Die tersiere afstandsonderwyssituasie en mediabenuttingsmoontlikhede in afstandsonderwys word ook binne die konteks van die Universiteit van Suid-Afrika verbesonder. Hieruit word 'n didakties verantwoorde strategiese plan vir mediabenutting aan die Universiteit van Suid-Afrika gesintetiseer. Laastens word aandag geskenk aan 'n aantal verbandhoudende bevindings, gevolgtrekkings en aanbevelings wat uit die studie voortvloei. Hierdie aspekte gee dan ook aanleiding tot aanbevelings vir toekomstige navorsing binne die veld van mediabenutting in afstandsonderwys. / The problem addressed in this study is the lack of a didactically based strategy for media utilisation in distance education. A strategy such as this should be based on a scientific investigation integrating existing knowledge and research with didactic reflection on the prospects for and limitations of media utilisation. To surmount this problem, an attempt is made to create a didactically responsible basis for media design for media utilisation in distance education. It is pointed out that media utilisation should be preceded by didactically based media design. First, a number of basic points of departure are formulated with regard to didactic grounding and media utilisation. The most important aspects that are addressed are basic didactic guidelines, learning experiences, opportunities for learning and the processing of the learning material. These aspects are regarded as the substructure on which effective media utilisation in distance education should be based. Next, against the background of didactic design models, communicative image characteristics and media characteristics, it is demonstrated that media design should be an integral part of didactic design. An expanded model for planning effective media utilisation is proposed. In this connection emphasis is placed on the need for a variety of skills in order to ensure effective and significant media utilisation during didactic discourse. Some aspects of distance education in general are then investigated from a media-related perspective, with reference to the central aspects that appear in definitions and descriptions of distance education. Some aspects that specifically relate to media utilisation in distance education are discussed and a number of trends in the literature are identified. A proposal is made regarding a possible scenario regarding media utilisation in distance education, with special reference to the University of South Africa. Tertiary distance education and the prospects for media utilisation in distance education are also highlighted within the context of the University of South Africa. Finally, attention is given to a number of related findings, conclusions and recommendations that emanate from the study. These aspects also lead to recommendations for future research within the field of media utilisation in distance education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)