New literacies in reading research demand for the study of comprehension skills using multiple modalities, through a more complex, multi-platform view of reading. Taking into account the robust roll of technology in our daily lives, research suggests that educators need activities to connect students' lack of reading skills with their growing multimodal literacy. During the post-reading phase of a directed reading activity (DRA), students were engaged in digital storytelling, where they created digital videos and slideshows based on information text read during DRA. Previous studies highlighting the use of digital storytelling have been limited to narrative formats and the influence that participation in this activity has on self-esteem and identity. This activity has been widely recommended for improving writing among teachers and in teaching journals, but it has not been empirically studied in the classroom as a comprehension activity. The theoretical framework that supported this study was Vygotsky's Cultural Historical Activity Theory (CHAT). The researcher used the CHAT framework and Burke's Pentad of Analysis (1969) to study the nature of student interactions. Research questions for this study were answered through both quantitative and qualitative methods. The questions being asked by the researcher were: 1.What were the effects of participation in directed reading activity (DRA) modified to include digital storytelling in the post-reading phase of DRA on 6th graders' comprehension of information text? 2. Did the interactions observed during participation in directed reading activity modified to include digital storytelling reflect the principles promoted by Cultural-Historical Activity Theory? Eighty sixth-grade students were randomly assigned to their digital storytelling groups. The subjects participated in whole-class DRA on two information texts, with the treatment group creating digital stories based on the texts. Cloze scores indicated that there was no significant difference in comprehension due to the treatment. However, there was ample evidence to support the claim that participation in digital storytelling instantiates the principles of CHAT. Overall, digital storytelling does show promise as a multimodal instructional activity, and the discussion expands to several implications and recommendations of future research on this instructional activity.

Diagrams are useful to visualize and design complex structures and relationships. They are frequently used in areas like software engineering or data flow management. There are a plethora of tools that allow a user to draw a diagram; however, they represent a diagram as an image. On the contrary, there are tools specifically designed to utilize a model behind the diagram, but they often lack in the area of user interaction and user interface. The thesis aims to try to bridge this gap, by providing a multiplatform implementation of diagram editing library in Flutter. By doing so, the library allows developers to focus on the utilization of the underlying diagram model. This will support the creation of new applications that offer modern user interface and utilize the diagram model. The library is not tailored to a single use-case or a diagram type. Instead, it focuses on general support of view or edit diagram operations. As Flutter can run in multiple environments, like mobile phones or web browsers, the library is designed to provide a user friendly experience for all of these platforms. The library design allows easy implementation and application in different areas, use-cases. This is demonstrated on two proof-of-concept diagram editing applications that use the library. 1

Esta pesquisa observa, em três levantamentos ao longo de seis anos, as táticas de leitura e estudo de estudantes de primeiro ano da Universidade Federal do Rio Grande do Sul (UFRGS), com ênfase em sua apropriação dos títulos da lista de leituras recomendadas para a prova de Literatura do vestibular. Tem como objetivo compreen-der a dinâmica de alternância de plataformas para apropriação de conteúdo por parte dos leitores, investigando as práticas socioculturais ligadas ao livro e outros suportes paralelos, em uma perspectiva que se estabelece a partir do campo da Comunicação. Integrada à linha de pesquisa Mediações e Representações Culturais e Políticas, a tese problematiza resultados da dissertação de mestrado do autor, que havia realizado le-vantamento em 2011, com 263 alunos, prospectando usos de suportes paralelos ao livro. Foram realizadas rodadas adicionais de pesquisa em 2014, com 269 estudantes; e 2016, com 135, totalizando 667 alunos de 11 cursos, que responderam a um questio-nário autopreenchido distribuído em sala de aula; e 31 entrevistas semiestruturadas telefônicas, para triangulação. Como referências teóricas, empregam-se conceitos de Ted Striphas (2011), Henry Jenkins (2008), John B. Thompson (2008; 2012), Roger Char-tier (1998; 2001), Robert Darnton (2009) e Thomas Bredehoft (2014), entre outros au-tores. Metodologicamente, adota-se o modelo de instâncias de Maria Immacolata Vas-sallo de Lopes (2003). Entre os resultados, observa-se um aumento progressivo da su-perposição de suportes por parte dos estudantes amostrados ao longo dos três perío-dos, paralelo a um deslocamento em direção à variedade de suportes dentro das pró-prias listas de vestibular da UFRGS (que a tese analisa desde sua criação, em 1999, até o concurso de 2017). A análise de dados quantitativos e dos acertos da turma de 2014 aponta que a variedade de suportes empregada pelos alunos não foi determinante para o escore nas provas, embora possa ser indicativa de preferências individuais e, mesmo, coletivas. Após a análise categorial das entrevistas semiestruturadas, propõe-se a hipótese de que os alunos manipulam ativamente a dimensão dos suportes de conteúdo, construindo canais de comunicação personalizados e às vezes únicos, a par-tir de uma conjugação de conveniência pessoal, gosto e, também, efeitos de represen-tação indicativos de pressão coercitiva herdada da cultura do livro. / This research observes, in three surveys over six years, the reading and study tactics of first year students of the Federal University of Rio Grande do Sul (UFRGS), with emphasis on their appropriation of the titles of the recommended readings list for the Literature test of the entrance examination. Its objective is to understand the dy-namics of the alternation of platforms for the appropriation of content by the readers, investigating the sociocultural practices associated with the book and other parallel supports, in a perspective that is established from the field of Communication. Inte-grated into the research line of Mediation and Cultural Representations and Policies, the dissertation problematizes the results of the master's thesis of the author, who had carried out a survey in 2011 with 263 students, prospecting uses of supports parallel to the book. Additional rounds of research were conducted in 2014, with 269 students; and 2016, with 135, totaling 667 students from 11 courses, who answered a self-administered questionnaire distributed in the classroom; and 31 telephone semi-structured interviews for triangulation. As a theoretical reference, concepts of Ted Stri-phas (2011), Henry Jenkins (2008), John B. Thompson (2008, 2012), Roger Chartier (1998, 2001), Robert Darnton (2009) and Thomas Bredehoft 2014), among other au-thors, have been employed. Methodologically, it adopts the instances model of Maria Immacolata Vassallo de Lopes (2003). Among the results, there is a progressive in-crease in the overlap of supports by students over the three periods, parallel to a dis-placement towards the variety of supports within the UFRGS' own readings lists (which the dissertation analyzes from its creation, in 1999, until the contest of 2017). The analysis of quantitative data and the correct answers of the class of 2014 indicates that the variety of supports used by the students was not determinant for the score in the tests, although it can be indicative of individual and even collective preferences. After the categorical analysis of the semi-structured interviews, the hypothesis is proposed that the students actively manipulate the dimension of content supports, building per-sonalized and sometimes unique communication channels, from a combination of per-sonal convenience, taste and, also, representational effects indicative of coercive pres-sure inherited from the book culture.

Esta pesquisa observa, em três levantamentos ao longo de seis anos, as táticas de leitura e estudo de estudantes de primeiro ano da Universidade Federal do Rio Grande do Sul (UFRGS), com ênfase em sua apropriação dos títulos da lista de leituras recomendadas para a prova de Literatura do vestibular. Tem como objetivo compreen-der a dinâmica de alternância de plataformas para apropriação de conteúdo por parte dos leitores, investigando as práticas socioculturais ligadas ao livro e outros suportes paralelos, em uma perspectiva que se estabelece a partir do campo da Comunicação. Integrada à linha de pesquisa Mediações e Representações Culturais e Políticas, a tese problematiza resultados da dissertação de mestrado do autor, que havia realizado le-vantamento em 2011, com 263 alunos, prospectando usos de suportes paralelos ao livro. Foram realizadas rodadas adicionais de pesquisa em 2014, com 269 estudantes; e 2016, com 135, totalizando 667 alunos de 11 cursos, que responderam a um questio-nário autopreenchido distribuído em sala de aula; e 31 entrevistas semiestruturadas telefônicas, para triangulação. Como referências teóricas, empregam-se conceitos de Ted Striphas (2011), Henry Jenkins (2008), John B. Thompson (2008; 2012), Roger Char-tier (1998; 2001), Robert Darnton (2009) e Thomas Bredehoft (2014), entre outros au-tores. Metodologicamente, adota-se o modelo de instâncias de Maria Immacolata Vas-sallo de Lopes (2003). Entre os resultados, observa-se um aumento progressivo da su-perposição de suportes por parte dos estudantes amostrados ao longo dos três perío-dos, paralelo a um deslocamento em direção à variedade de suportes dentro das pró-prias listas de vestibular da UFRGS (que a tese analisa desde sua criação, em 1999, até o concurso de 2017). A análise de dados quantitativos e dos acertos da turma de 2014 aponta que a variedade de suportes empregada pelos alunos não foi determinante para o escore nas provas, embora possa ser indicativa de preferências individuais e, mesmo, coletivas. Após a análise categorial das entrevistas semiestruturadas, propõe-se a hipótese de que os alunos manipulam ativamente a dimensão dos suportes de conteúdo, construindo canais de comunicação personalizados e às vezes únicos, a par-tir de uma conjugação de conveniência pessoal, gosto e, também, efeitos de represen-tação indicativos de pressão coercitiva herdada da cultura do livro. / This research observes, in three surveys over six years, the reading and study tactics of first year students of the Federal University of Rio Grande do Sul (UFRGS), with emphasis on their appropriation of the titles of the recommended readings list for the Literature test of the entrance examination. Its objective is to understand the dy-namics of the alternation of platforms for the appropriation of content by the readers, investigating the sociocultural practices associated with the book and other parallel supports, in a perspective that is established from the field of Communication. Inte-grated into the research line of Mediation and Cultural Representations and Policies, the dissertation problematizes the results of the master's thesis of the author, who had carried out a survey in 2011 with 263 students, prospecting uses of supports parallel to the book. Additional rounds of research were conducted in 2014, with 269 students; and 2016, with 135, totaling 667 students from 11 courses, who answered a self-administered questionnaire distributed in the classroom; and 31 telephone semi-structured interviews for triangulation. As a theoretical reference, concepts of Ted Stri-phas (2011), Henry Jenkins (2008), John B. Thompson (2008, 2012), Roger Chartier (1998, 2001), Robert Darnton (2009) and Thomas Bredehoft 2014), among other au-thors, have been employed. Methodologically, it adopts the instances model of Maria Immacolata Vassallo de Lopes (2003). Among the results, there is a progressive in-crease in the overlap of supports by students over the three periods, parallel to a dis-placement towards the variety of supports within the UFRGS' own readings lists (which the dissertation analyzes from its creation, in 1999, until the contest of 2017). The analysis of quantitative data and the correct answers of the class of 2014 indicates that the variety of supports used by the students was not determinant for the score in the tests, although it can be indicative of individual and even collective preferences. After the categorical analysis of the semi-structured interviews, the hypothesis is proposed that the students actively manipulate the dimension of content supports, building per-sonalized and sometimes unique communication channels, from a combination of per-sonal convenience, taste and, also, representational effects indicative of coercive pres-sure inherited from the book culture.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-03-14T13:18:46Z No. of bitstreams: 1 arquivototal.pdf: 2841356 bytes, checksum: 5f182af66cb33b7b467ff34bda8a3b18 (MD5) / Made available in DSpace on 2016-03-14T13:18:46Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2841356 bytes, checksum: 5f182af66cb33b7b467ff34bda8a3b18 (MD5) Previous issue date: 2015-05-13 / Journalism, throughout the ages, has been transformed as they accompanied the social globalization, reaching the threshold of a new era characterized by rapid technological change, consumption habits of information and its application in journalistic products, work processes and plans media business groups. Consequently, communication networks are driven by these cultural changes and inducted to suit innovations that are characteristic of a process known as journalistic convergence. Despite the complex issues arising from the concept of the selected theme, and understanding the interdependence between technological, business and content changes, the aim of this study was to, based on extensive literature review and empirical observation, experience transmediatic speeches of production processes by means of developing a series of multi-platform and didactic stories, focused on students from Social Communication, that thematize the production of journalistic content of the Núcleo Integrado de Esportes da Rede Paraíba de Comunicação. Thus, it was sought to support the entire study necessary for conducting this product on existing concepts wich, nevertheless, allowed the author during the development of reports to get her own observations of journalistic convergence from an appropriate methodology, which facilitated the organization of each practice necessary for the development of the series of articles around the theme. Thus, during the research it was possible to conceptualize, understand and exemplify each stage of the journalistic convergence process, from polyfunctional journalist to the working methods and specific narratives. In addition, a conceptual approach from communication manuals of the three platforms addressed in the study and for which were produced reports - TV, web and printed - allowing so that the end result present a product where the implications of journalistic convergence are present, but respect the language of media and point out the processes and changes in the productive routines of professionals working in this area / O jornalismo, no decorrer dos tempos, sofreu transformações a medida que acompanhou a globalização social, atingindo o limiar de uma nova era caracterizada pelas rápidas mudanças tecnológicas, de hábitos de consumo da informação e suas aplicações em produtos jornalísticos, processos de trabalho e planos de negócios de grupos de mídia. Consequentemente, redes de comunicação são impulsionadas por essas transformações culturais e levadas a se adequar às inovações que são características de um processo conhecido como convergência jornalística. Não obstante às questões complexas decorrentes do conceito da temática abordada, e compreendendo a interdependência entre transformações tecnológicas, empresariais e de conteúdo, o objetivo deste trabalho foi, baseado em ampla revisão bibliográfica e observação empírica, experimentar processos de produção de discursos transmidiáticos pela via da elaboração de uma série de reportagens multiplataformas e didáticas, voltada para estudantes de Comunicação Social, que tematizem a produção de conteúdos jornalísticos do Núcleo Integrado de Esportes da Rede Paraíba de Comunicação. Assim, buscou-se fundamentar todo o estudo necessário à realização deste produto em conceitos já existentes, mas que permitiram à autora durante o desenvolvimento das reportagens, obter suas próprias observações da convergência jornalística, a partir de uma metodologia apropriada, que facilitou a organização de cada prática necessária para o desenvolvimento da série de reportagens em torno do tema. Dessa forma, no decorrer da pesquisa, foi possível conceituar, entender e exemplificar cada fase do processo de convergência jornalística, desde o jornalista polifuncional até os métodos de trabalho e narrativas específicas. Além disso, foi feita uma abordagem conceitual a partir de manuais de comunicação das três plataformas abordadas no estudo e para as quais foram produzidas as reportagens- TV, web e impresso - permitindo então, que o resultado final apresentasse um produto onde estão presentes as implicações da convergência jornalística, mas que respeita a linguagem dos meios e aponta os processos e mudanças nas rotinas produtivas dos profissionais que atuam nessa área.

Esta pesquisa observa, em três levantamentos ao longo de seis anos, as táticas de leitura e estudo de estudantes de primeiro ano da Universidade Federal do Rio Grande do Sul (UFRGS), com ênfase em sua apropriação dos títulos da lista de leituras recomendadas para a prova de Literatura do vestibular. Tem como objetivo compreen-der a dinâmica de alternância de plataformas para apropriação de conteúdo por parte dos leitores, investigando as práticas socioculturais ligadas ao livro e outros suportes paralelos, em uma perspectiva que se estabelece a partir do campo da Comunicação. Integrada à linha de pesquisa Mediações e Representações Culturais e Políticas, a tese problematiza resultados da dissertação de mestrado do autor, que havia realizado le-vantamento em 2011, com 263 alunos, prospectando usos de suportes paralelos ao livro. Foram realizadas rodadas adicionais de pesquisa em 2014, com 269 estudantes; e 2016, com 135, totalizando 667 alunos de 11 cursos, que responderam a um questio-nário autopreenchido distribuído em sala de aula; e 31 entrevistas semiestruturadas telefônicas, para triangulação. Como referências teóricas, empregam-se conceitos de Ted Striphas (2011), Henry Jenkins (2008), John B. Thompson (2008; 2012), Roger Char-tier (1998; 2001), Robert Darnton (2009) e Thomas Bredehoft (2014), entre outros au-tores. Metodologicamente, adota-se o modelo de instâncias de Maria Immacolata Vas-sallo de Lopes (2003). Entre os resultados, observa-se um aumento progressivo da su-perposição de suportes por parte dos estudantes amostrados ao longo dos três perío-dos, paralelo a um deslocamento em direção à variedade de suportes dentro das pró-prias listas de vestibular da UFRGS (que a tese analisa desde sua criação, em 1999, até o concurso de 2017). A análise de dados quantitativos e dos acertos da turma de 2014 aponta que a variedade de suportes empregada pelos alunos não foi determinante para o escore nas provas, embora possa ser indicativa de preferências individuais e, mesmo, coletivas. Após a análise categorial das entrevistas semiestruturadas, propõe-se a hipótese de que os alunos manipulam ativamente a dimensão dos suportes de conteúdo, construindo canais de comunicação personalizados e às vezes únicos, a par-tir de uma conjugação de conveniência pessoal, gosto e, também, efeitos de represen-tação indicativos de pressão coercitiva herdada da cultura do livro. / This research observes, in three surveys over six years, the reading and study tactics of first year students of the Federal University of Rio Grande do Sul (UFRGS), with emphasis on their appropriation of the titles of the recommended readings list for the Literature test of the entrance examination. Its objective is to understand the dy-namics of the alternation of platforms for the appropriation of content by the readers, investigating the sociocultural practices associated with the book and other parallel supports, in a perspective that is established from the field of Communication. Inte-grated into the research line of Mediation and Cultural Representations and Policies, the dissertation problematizes the results of the master's thesis of the author, who had carried out a survey in 2011 with 263 students, prospecting uses of supports parallel to the book. Additional rounds of research were conducted in 2014, with 269 students; and 2016, with 135, totaling 667 students from 11 courses, who answered a self-administered questionnaire distributed in the classroom; and 31 telephone semi-structured interviews for triangulation. As a theoretical reference, concepts of Ted Stri-phas (2011), Henry Jenkins (2008), John B. Thompson (2008, 2012), Roger Chartier (1998, 2001), Robert Darnton (2009) and Thomas Bredehoft 2014), among other au-thors, have been employed. Methodologically, it adopts the instances model of Maria Immacolata Vassallo de Lopes (2003). Among the results, there is a progressive in-crease in the overlap of supports by students over the three periods, parallel to a dis-placement towards the variety of supports within the UFRGS' own readings lists (which the dissertation analyzes from its creation, in 1999, until the contest of 2017). The analysis of quantitative data and the correct answers of the class of 2014 indicates that the variety of supports used by the students was not determinant for the score in the tests, although it can be indicative of individual and even collective preferences. After the categorical analysis of the semi-structured interviews, the hypothesis is proposed that the students actively manipulate the dimension of content supports, building per-sonalized and sometimes unique communication channels, from a combination of per-sonal convenience, taste and, also, representational effects indicative of coercive pres-sure inherited from the book culture.

Goal of this master thesis is to compare hybrid and UI frameworks for multiplatform mobile applications based on web technologies. Theoretical part deals with mobile platforms, with options to develop applications and with in-depth overview of multiplatform development of mobile applications. In the next part there are described two hybrid frameworks and five UI frameworks, these frameworks are compared and their result is used as source for creation of mobile application, which deals with pollen reports. The result of this thesis is overview and comparison of hybrid and UI frameworks. And an example of mobile application developments based on chosen frameworks.

This thesis describes the design of a multiplatform authentication system that enables user authentication by using a wide variety of authentication tokens. The theoretical part is devoted to an overview of authentication interfaces with focus on modern methods of verification. There is also an overview of authentication schemes. The practical part gives requirements for an authentication terminal and sets a specific hardware structure, including the specification of individual functional blocks. The implementation of the software logic uses Java and JavaScript programming languages. Attention is also paid to the used authentication schemes including details and comparison of used platforms. Finally, we evaluate the user and security aspects of the proposed solution. It is also given the possibility of additional hardware and software optimization.

This master thesis deals with creating of the cross-platform audio player with the possibility of its use in the speech-language pathology clinic. The theoretical part is focused on the comparison of two multi-platform libraries, of which was one chosen for creating of the player. Subsequently on functionality SQLite database, which was also used as part of the final application. The basis of the practical part is the creation of the cross-platform audio player which is extended about database of patients and also extended about speech signal analysis with the help of VST plugin.

This master's thesis focuses on problematic of creating applications based on multiplatform framework. This thesis also includes fundamental theoretical knowledge about relational database system SQLite, which has been used in a practical part of the thesis. Programing of multiplatform audio player which could be used in speech-language pathology clinic is essential portion of the practical part. Player was enhanced with the database of patients and ability to generate XML files.