Este trabalho é fruto de uma pesquisa qualitativa-interpretativa, de cunho etnográfico, que visou compreender as relações entre letramentos escolares e letramentos sociais entre alunos de Educação de Jovens e Adultos (EJA). A coleta de dados ocorreu em duas comunidades escolares, localizadas na cidade de São Paulo, com suas respectivas professoras, por meio da observação de aulas, entrevistas formais e informais e questionários. Para compreender as relações entre letramentos escolares e sociais no contexto investigado, baseamos nossas análises nos estudos de letramentos novos letramentos, multiletramentos, letramento crítico (KALANTZIS e COPE, 2003, 2005, 2008, 2012, 2013; GEE, 2004; KRESS 2003, 2011; LANKSHEAR e KNOBEL, 2007, 2011; LEMKE 2010; MONTE MÓR, 2006, 2007, 2013; MENEZES DE SOUZA, 2011) que levam em conta os efeitos educacionais das mudanças sociais, culturais, econômicas e políticas advindas da globalização e da cultura midiática e digital. As análises apontaram, neste contexto de Educação de Jovens e Adultos (EJA), marcadamente sensível a questões de marginalização social dos sujeitos por ela atendidos, para tanto distanciamentos e quanto aproximações entre ambos os tipos de letramento, evidenciando as relações conflituosas entre as concepções e as práticas pedagógicas observadas. / This qualitative-interpretative research, with ethnographic elements, aimed at investigating the relations between school literacies and social literacies in Adult Education . Its data was collected in two school communities, in the city of São Paulo, with their respective teachers, through class observation, formal and informal interviews and questionnaires. In order to understand such relations in the targeted context, we based our analyses in the literacies studies new literacies, multiliteracies, critical literacies (KALANTZIS e COPE, 2003, 2005, 2008, 2012, 2013; GEE, 2004; KRESS 2003, 2011; LANKSHEAR e KNOBEL, 2007, 2011; LEMKE 2010; MONTE MÓR, 2006, 2007, 2013; MENEZES DE SOUZA, 2011), which take into consideration educational effects towards the social, cultural, economic and political changes resulting from globalization and media and digital culture. Our analysis pointed that, especially in the context of Adult Education, markedly sensitive to issues of social marginalization of the subjects it serves, there are both distance and approximation of the two types of literacies, highlighting conflicted relations between pedagogical concepts and practices which were observed.

This research study was designed to explore the effectiveness of pedagogical practices on student literacy learning within a student television context. The study was undertaken in response to practitioner inquiry into the value and worth of school television for student literacy learning. Over the research period this project evolved into a deeply reflective self-study of teaching practice within a technological environment. This research took place in a suburban primary school where school television had been created by students for the previous two years. Twenty-two students aged between 10 and 12 participated in three cycles of action research to investigate how pedagogy influences learning within this context. A range of pedagogical actions designed to influence students’ critical thinking were implemented into action research cycles. The selection of actions for intervention was influenced by an investigation into current literature from the field, and an analysis of existing multi-literacy learning, pedagogical conditions and student views of teaching and learning within student television at the beginning of the research cycles. This study gathered information during research cycles using student learning conversations and student interviews, which provided insight into learning from the point of view of students. Supporting this information were daily researcher observations and end-of-cycle interviews with classroom teachers. Through careful monitoring, analysis and reflection on each research cycle it was clear that strategic pedagogical interventions did positively influence multi-literacy learning. Rather than attempt to measure differences in student learning, this study explored how multi-literacy learning, strategic pedagogy and learning within student television inter-related with one another. This research study identified and explored the complex inter-relationships between pedagogies and multi-literacy learning.

Philosophiae Doctor - PhD (Linguistics, Language and Communication) / The world is becoming increasingly visual (Kress, 2009:1).The visually literate viewer should be able to gather data, place it in context, and determine its validity. A huge visual world opened up for the users of new technology. It is therefore no surprise that definitions of literacy have placed a huge premium on the reader to be able to interpret visual cues. Even in its simplest definition, the ability to read and write, the understanding of the concept of literacy is based on the visual. Although new literacies and recent orthographies also emphasise the role of context and the interaction of different modalities and learning history, like the social practice approach, it also focus on literacy events in which the written word is still the fundamental focus. In other words, (visual) texts remain the point of departure rather than seeing the written word as one part of a larger 'material ecology' of signs and meanings. This means that the majority of studies in the field of literacy focus on the individual's ability to interpret the visual and neglects how other senses permute in literacy events.

This study aims at investigating what kind of teaching-learning process Brazilian students go through when they learn English with focus on New Literacies for a semester in 2010. The students are from two poor communities in Maceió, in the state of Alagoas. The methodological approach was based on action research (ANDRÉ, 2004) and the collecting data procedures were field notes, questionnaires, interviews recorded in audio and video. The theoretical underpinnings were based on Applied Linguistics assumptions and on some concepts such as, new literacies (NEW LONDON GROUP,1996;COPE & KALANTZIS,2008), critical pedagogy (KRAMSCH, 1993) and active responsive production (ZOZZOLI, 2006). The results reveal that using the three activities developed in the classroom within the New Literacies pedagogy made the students participate consciously and sometimes critically. Each activity aimed at working with a different design (NEW LONDON GROUP, 1996). The first activity was for the students to produce a presentation in which students should first analyze the context of some images (visual design) in order to choose appropriate linguistic elements (linguistic design); the second one was meant to use relationship websites in order to write a profile, the task also demanded students to choose adequate linguistic elements (linguistic design); the third one aimed at producing a slogan (linguistic design) through analyzing video images (visual design) that dealt with social topics (violence, sexual abuse and environmental preservation) in which students had to build up their arguments and write about them. The results also reveal that the teacher-researcher has undergone a self-reflection process. She is more aware of her teacher talking time in classroom and feels more confident when she conducts activities in classroom and when she has to take instant decisions. / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Este estudo tem como objetivo investigar o processo de ensino-aprendizagem de alunos de duas comunidades de baixa renda da cidade de Maceió durante um semestre letivo. O semestre em questão teve como foco o ensino da língua inglesa com ênfase nos novos letramentos visando desencadear uma consciência crítica sobre os temas discutidos. A metodologia de pesquisa escolhida foi à pesquisa-ação (ANDRÉ, 2004), e os procedimentos utilizados para a coleta dos dados foram notas de campo, questionário, entrevista, gravações em áudio e vídeo. A fundamentação teórica se baseou nos pressupostos da Linguística Aplicada e nos conceitos dos novos letramentos (NEW LONDON GROUP,1996; COPE & KALANTZIS,2008), da pedagogia crítica (FREIRE, 2005; KRAMSCH, 1993) e da produção responsiva ativa (ZOZZOLI, 2006). Os resultados sinalizam que a condução das três atividades desenvolvidas com nuances dos novos letramentos promoveu a participação dos alunos com posicionamentos conscientes e alguns críticos. Cada atividade trabalhou com um tipo de design (NEW LONDON GROUP, 1996). A primeira objetivou a produção de uma apresentação na qual os participantes teriam, inicialmente, que analisar o contexto de algumas imagens (design visual) para depois escolher os elementos linguísticos apropriados (design linguístico); a segunda objetivou o uso de sítios de relacionamento para a produção de um perfil, a atividade envolvia também a escolha de elementos linguístico adequados (design linguístico); a terceira atividade tinha como objetivo a produção de um slogan (design linguístico) através das imagens de um vídeo (design visual), que trazia alguns temas sociais (violência, preservação ambiental, abuso sexual) nos quais os alunos tiveram que construir seus posicionamentos e escrever a respeito. Os resultados também indicam que a professora-pesquisadora passou por um intenso processo de auto-reflexão. Ela está mais consciente sobre o seu tempo de fala nas aulas e sente-se mais confiante na condução das atividades e nas tomadas de decisão.

Este trabalho é fruto de uma pesquisa qualitativa-interpretativa, de cunho etnográfico, que visou compreender as relações entre letramentos escolares e letramentos sociais entre alunos de Educação de Jovens e Adultos (EJA). A coleta de dados ocorreu em duas comunidades escolares, localizadas na cidade de São Paulo, com suas respectivas professoras, por meio da observação de aulas, entrevistas formais e informais e questionários. Para compreender as relações entre letramentos escolares e sociais no contexto investigado, baseamos nossas análises nos estudos de letramentos novos letramentos, multiletramentos, letramento crítico (KALANTZIS e COPE, 2003, 2005, 2008, 2012, 2013; GEE, 2004; KRESS 2003, 2011; LANKSHEAR e KNOBEL, 2007, 2011; LEMKE 2010; MONTE MÓR, 2006, 2007, 2013; MENEZES DE SOUZA, 2011) que levam em conta os efeitos educacionais das mudanças sociais, culturais, econômicas e políticas advindas da globalização e da cultura midiática e digital. As análises apontaram, neste contexto de Educação de Jovens e Adultos (EJA), marcadamente sensível a questões de marginalização social dos sujeitos por ela atendidos, para tanto distanciamentos e quanto aproximações entre ambos os tipos de letramento, evidenciando as relações conflituosas entre as concepções e as práticas pedagógicas observadas. / This qualitative-interpretative research, with ethnographic elements, aimed at investigating the relations between school literacies and social literacies in Adult Education . Its data was collected in two school communities, in the city of São Paulo, with their respective teachers, through class observation, formal and informal interviews and questionnaires. In order to understand such relations in the targeted context, we based our analyses in the literacies studies new literacies, multiliteracies, critical literacies (KALANTZIS e COPE, 2003, 2005, 2008, 2012, 2013; GEE, 2004; KRESS 2003, 2011; LANKSHEAR e KNOBEL, 2007, 2011; LEMKE 2010; MONTE MÓR, 2006, 2007, 2013; MENEZES DE SOUZA, 2011), which take into consideration educational effects towards the social, cultural, economic and political changes resulting from globalization and media and digital culture. Our analysis pointed that, especially in the context of Adult Education, markedly sensitive to issues of social marginalization of the subjects it serves, there are both distance and approximation of the two types of literacies, highlighting conflicted relations between pedagogical concepts and practices which were observed.

With evidence that arts engagement and nonlinear thinking style both utilize insight, intuition, and emotion in the decision making process, the literature has driven an investigation of the relationship between levels of arts engagement and thinking style preference. This nonexperimental correlational study (N = 101) explored (a) the prevalence of linear, nonlinear, or balanced linear/nonlinear thinking style of professionals working in museums. (b) Whether thinking style has a relationship with (i) age; (ii) sex; (iii) academic major; (iv) occupation; (v) levels of arts engagement. Two theoretical frameworks underpinned this study: (a) new literacies and (b) cognitive styles. A Web-based self-report survey instrument was used to investigate the relation among the variables of interest. Existing literature was used to provide a foundation for the study and guide the research. Correlational, means, and hierarchical regression analysis were used to test the hypothesized model and examine the hypotheses. The means analyses at the descriptive level revealed that females, those in the 60 or older age group, Humanities majors, and those who worked in education demonstrated more balanced linear/nonlinear thinking styles. The correlations results indicated that there was a statistically significant relationship between thinking style and sex and thinking styles and academic major. The hierarchical regression results suggested that after controlling for select demographic variables, only being a Humanities major uniquely predicted significant variance in thinking style. The lack of significant findings of a relationship between thinking style and age did not correspond to existing research that supports a correlation. Additionally, a significant relationship between thinking style and levels of arts engagement was not found during correlational and hierarchical regression analysis. A limitation of this research study was that the Web-based self-report survey version of the Linear/Nonlinear Thinking Style Profile (LNTSP) instrument did not transfer well to online use because the participants had some problem understanding how to score their answers properly. This issue could be handled readily and recommendations are made to revise the Web-base self-report version of the survey for future research use.

Magister Educationis - MEd / Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.

Magister Educationis - MEd / Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature. In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT). I propose the following research objectives: (i.) elucidate current academic writing scaffolding in academic modules; (ii.) draw on the use of digital storytelling in a first-year undergraduate course; (iii.) shed light on lecturers and students’ perceptions of the ways digital storytelling impacts on first-year academic writing; (iv.) highlight the implications of infusing multimodality into academic writing in this context; and (v.) explore the ways first-year students’ take on new writing practices and how these new practices are facilitated by the ii lecturer. I plan to use a qualitative research method to achieve my set objectives. I have opted to conduct action research, as both participant and researcher. The qualitative research method allows me to use the following research tools: document analysis; questionnaires and interviews. I analyse 15 student essays in order to elucidate current academic writing scaffolding in academic modules. These essays are divided into three categories: high performance; average performance; and low performance. Then questionnaires are distributed to students through a Google Forms link. Of the 40 student participants; 32 students filled in the questionnaires. The interviews were conducted with three lecturers across two departments at CPUT. These interviews, together with questionnaires that the students filled in served to address the following objectives: draw on the use of digital storytelling in a first-year undergraduate course; shed light on lecturers and students’ perceptions of the ways digital storytelling impacts on first-year academic writing; highlight the implications of infusing multimodality into academic writing in this context; and explore the ways first-year students’ take on new writing practices and how these new practices are facilitated by the lecturer. All the ethical considerations were adhered to for my research. I categorized my findings according to the research questions that I posed in the study. There were three research questions which serve as the three main themes of my data analysis. However, during the process of analyzing the data, a fourth theme emerged. The first finding indicates that academic writing scaffolding in academic writing modules is adequate for students who have essays in the high-performance category. However, it is inadequate especially for students who wrote essays in the low performance categories as they could not meet the demands of academic writing. The second finding indicates that students are able to use digital storytelling to help them with various aspects of academic writing. They are able to improve language and grammar; the structure of their writing, that is, the introduction, body and conclusion. The third finding illustrates that lecturers also feel that there are academic writing benefits to when using digital storytelling. Even though that may be, the use of technology for the medium of digital storytelling proved to be somewhat difficult. That is mostly because students did not have access to various technology such as internet connection or even equipment to complete the digital stories unproblematically. Then the fourth finding emerged during lecturer interviews, that is, fees must fall protests and the impact it had on the traditional university structure across. Fees must fall protests led to disruptions in academia because one key aspect they highlight is the need for decolonisation of the curriculum The use of digital storytelling then not only addressed the student academic writing challenges that are highlighted by this study, but also speak to decolonisation of the curriculum because it is an innovative way for students to engage with the demands of academic writing. The conclusion of my thesis is that as useful as digital storytelling is in academic writing; those who wish to use it as a teaching tool need to be well versed with technology as it can have challenges if not used adequately. The most pertinent of the factors revealed is that there is a need for innovative ways to teach the 21st century student.

Doctor Educationis / Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.

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