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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Parallels Between the Gaming Experience and Rosenblatt's Reader Response Theory

Sanders, April 05 1900 (has links)
The world of literacy has expanded alongside technology, and new literacies are being used as an alternative or an addition to traditional text. By including video gaming as literacy, the connection can be made between students' multimodal world outside of school with the world of literacy they encounter in school. This study took two approaches of a content study and a case study. A collective case study was used to examine the gaming experience of participants with three commercial video games falling into three separate genres: Sims FreePlay (simulation); Halo 1 (first person shooter); and World of Warcraft (role playing game). The 15 gamers were placed into three sets of five participants for each video game, and interviews were conducted to explore the gaming experience in relation to stance and transaction, which are major components of Louise Rosenblatt's reader response theory. Limited research has been conducted regarding reader response theory and the new literacies; by using the reader response lens, the gaming experience was compared to the reading experience to add the new literacies to the existing literature on reader response. As a way to look at both the text and the experience, a content study examined three mainstream video games to establish literacy content by using Zimmerman's gaming literacy theory. Even though this theory is useful by detailing elements found in video games and not traditional literature, literary value cannot be fully assessed unless the theory is developed further to include other components or discuss how the depth of the components can relate to literary value. The literature does not currently contain substantial research regarding how to assess the literary value of video games, so this study begins to add to the present literature by demonstrating that at least for these games the presence of the components of the theory can be evaluated. This analysis of both the game and the experience demonstrated substantial parallels between the gaming experience and the reading transaction as well as looking at the viability of using gaming literacy theory to evaluate literacy value.
2

Reader-Reported Influences on a Fifth Grader's Transaction With Extended Text

Hubble, Winona Gaye 12 1900 (has links)
This study was designed to investigate the question of what goes on in a reader's mind as she transacts with extended text. It was a case study with one respondent, a ten year old girl. She reported, in writing, her thoughts during teacher read aloud, subsequent silent reading of the same text, and group discussions about the text. The findings support and flesh out Rosenblatt.s transactional theory, Vygotsky.s Zone of Proximal Development theory, and Lipman.s Philosophy for Children theory. Conclusions were that there are numerous sociocultural influences on a reader's transaction with text and that these influences must be taken into account in the classroom.
3

The poetry of response : adolescent experiences of two class novels

Clarke, Penny L., n/a January 1993 (has links)
This study, conducted in a junior high school in Canberra, used naturalistic research methodology and idiographic data analysis. As the results obtained in the study were time and context specific, the object was to reveal the personal factors which affected the nature of the reading experience for individual research participants. The theoretical basis of the research was derived from Louise Rosenblatt's transactional theory and focused on the reading experiences of adolescents with whole class novels. Three research techniques were employed in the exploration of aesthetic reader responses to two whole class novels. The techniques: reading journals, small group discussions and creative written responses to the text were implemented sequentially and revealed different levels and stages of individual and group responses from the 'primary spontaneous' to a considered reflective response. Data was explored through the case study mode of analysis which included information relevant to the individual research participants and the study context. The research explored the integration of the individual's evocation of the text with the individual's awareness of self, text, literature and the wider social context. The research data concluded that the employment of classroom practices which focus on a full, individual transaction with a text promotes the development of critical awareness of and familiarity with the text. This sound understanding of the individual's evocation of the text forms a self-aware and firm basis for the development of active, engaged and critical readers of texts.
4

Lost or aware? an examination of reading types /

Forslund, Elizabeth Nicole. January 2010 (has links) (PDF)
Thesis (MA)--Montana State University--Bozeman, 2010. / Typescript. Chairperson, Graduate Committee: Robert Bennett. Includes bibliographical references (leaf 63).
5

Lyrikens roll : En komparativ analys av tre läroböcker för kursen Svenska 3 / The role of poetry : A comparative analysis of three textbooks for the course Swedish 3

Wahlström, Fredrik January 2021 (has links)
The aim of this essay is to examine the role of poetry in textbooks for the course Swedish 3. This is done by a comparative analysis of three textbooks: Svenska impulser 3, Svenska 3 – helt enkelt and Formativ svenska 3, where the differences and similarities are identified using the questions: Why use poetry? What kind of poetry and what poems are used?  How is poetry supposed to be read? Together with Louise Rosenblatt’s dichotomy efferent and esthetic reading, these questions are then used to analyze the role of poetry in upper secondary school.  The results show that Svenska impulser 3 uses poetry to teach students about its uniqueness and the importance of reading and analyzing poems from your own experiences, a primarily esthetic reading, while also reaching the knowledge requirements of the curriculum. Svenska 3 – helt enkelt and Formativ svenska 3 on the other hand are focused on the author behind the poem, but excludes the importance of poetry and that the reading should originate from the reader rather than the author, a primarily efferent reading.
6

HOW ARE SELECTED CONTENT AND SKILLS ADDRESSED IN STATE LITERACY STANDARDS SPONTANEOULSY MANIFESTED WITHIN LITERATURE CIRCLES

Wisniewski, Jaime L. 27 March 2007 (has links)
No description available.
7

Med läsaren i centrum : Rosenblatts reader-responseteori som "narrative imagination"? / The Reader in Focus : Rosenblatt's reader-response theory as "narrative imagination"?

Öhman, Niklas January 2014 (has links)
In this thesis – concerning didactics of literature – I perform a reading and theoretical analysis of two pivotal works within reader-response theory, more precisely: Literature as Exploration (1938) and The Reader, the Text, the Poem – The Transactional Theory of the Literary Work (1978), both written by Louise M. Rosenblatt. The object of this analysis is to examine whether Rosenblatts’ theory and methodology can be used to accomplish understanding for ”the other”, what Martha C. Nussbaum have called ”narrative imagination”. For a theoretical basis I use postcolonial theory, implicating a poststructuralistic och constructivistic understanding of language and linguistics. The reader-oriented theory and methodology of Rosenblatt – what she calls an aesthetic transaction, or a ”total situation” – has been discussed as problematic in relation to ”narrative imagination” mainly because reader has to be understood as centered, i.e. to be able to understand why a reader performs a specific reading Rosenblatt focus is fixed on the reader her-/himself, ignoring the linguistic, social and discursive context surrounding her/him. I have, with reference to postcolonial theory made the argument that teaching literature must be understood as a discursive practice in which context and discourse limits and influences the readers’ perception and appreciation, and thereby found Rosenblatts method restricted and unsatisfactory. Finally I have, in the light of the results above, proposed a postcolonial version of ”narrative imagination” in which ambitions to understand ”the other” is not formulated in terms of personal, empathic and cosmopolitic cultivation, but rather a reflective practice in which the limitations and principles of discourse is taken into account. A certain attitude or a certain reading must be recognized as a concretion of an institutional (social and linguistic) order of thought. This is a theoretical aspect that needs to be considered in future research, as well as in the classroom.
8

Som vi ropar får vi svar : Att främja estetisk läsning – En undersökning av litteraturdidaktiskt material från Litteraturbanken.se genom Louise M. Rosenblatts transaktionsteori / The answer to a question will mirror the question itself : To promote aesthetic reading – A study of a pedagogical material from Litteraturbanken.se through the transactional theory of Louise M. Rosenblatt Yrr Åslun

Åslund, Yrr January 2023 (has links)
This study aims to explore how well literature with a linked pedagogical material from Litteraturbanken skola correlates with pedagogical material that will promote aesthetic reading in accordance with Louise M. Rosenblatt’s transactional theory. To examine the selected pedagogical material, I perform a qualitative close reading and determine if the content in the literature correlates with the kind of content that Rosenblatt argued would promote aesthetic reading. Moreover, the linked pedagogical activities are studied to determine if they support a situational understanding that furthers aesthetic reading. The result shows that the content in the literature correlates well with the suggested content by Rosenblatt but that the main part of the linked pedagogical activities promotes efferent reading. / Syftet med denna studie är att undersöka hur väl litteratur med tillhörande kopplat pedagogiskt material från Litteraturbanken skola överensstämmer med ett pedagogiskt material som främjar estetisk läsning enligt med Louise M. Rosenblatts transaktionsteori. För att undersöka det utvalda pedagogiska materialet genomför jag en närläsning av den utvalda litteraturen för att avgöra om innehållet överensstämmer med ett innehåll som Rosenblatt menar främjar estetisk läsning. Vidare granskas det kopplade pedagogiska materialet för att se om det främjar en situationsförståelse som främjar estetisk läsning. Resultatet visar att innehållet i litteraturen stämmer väl överens med den typ av innehåll som Rosenblatt förordar. Men resultatet visar även att merparten av det kopplade pedagogiska materialet främjar efferent läsning.
9

Uncertainty quantification for offshore wind turbines / Osäkerhetskvantifiering för vindkraftverk till havs

Wang, Ziming January 2022 (has links)
Wind energy is a field with a large number of uncertainties. The random nature of the weather conditions, including wind speed, wind direction, and turbulence intensity, influences the energy output and the structural safety of a wind farm, making its performance fluctuate and difficult to predict. The uncertainties presented in the energy output and structure lifetime lead to increased investment risk. There are possibilities to reduce the risk associated with these uncertainties by optimizing the design of the farm or the wind turbine, with respect to the stochastic parameters. The goal of this project is to improve the wind farm optimization problem by providing accurate and computationally efficient annual energy production (AEP) estimates, which is a uncertainty quantification that is required in every optimization step. Uncertainty quantification has been recognized as a challenge in the wind energy industry, as the chaotic nature of the weather condition complicates the prediction of energy production. High-fidelity wind farm models usually employ advanced models like Large Eddy Simulation or Reynolds averaged Navier-Stokes equation for better accuracy. However, the prolonged computation time of these high-fidelity models make the traditional uncertainty quantification approach like the Monte-Carlo simulation or other integration techniques infeasible for larger wind farms.  To overcome this limitation, the report proposes the use of generalized polynomial chaos expansion (PCE) to characterize the AEP as a function of wind speed and wind direction. PCE is a technique that approximates a random variable using a series of orthogonal polynomials, the polynomials are chosen based on the target distribution. This report explains how a surrogate model of the AEP can be constructed using PCE, which can be used in optimization or model analysis. The objective of the thesis work is to minimize the number of model evaluations required for obtaining an accurate energy response surface. Different ideas of non-intrusive PCE are implemented and explored in this project. The report demonstrates that, the multi-element polynomial chaos fitted by point collocation, with a dependent polynomial basis, is not only able to make accurate and stable (with respect to the placement of the measurements) energy predictions, but also produces realistic energy response surface. / Vindkraft är en bransch med många osäkerheter, där väderförhållandena påverkar energiproduktionen och strukturens livslängd. Denna osäkerhet ökar investeringsrisken, men kan minskas genom optimering av vindkraftverkets design med hänsyn till de stokastiska parametrarna. Syftet med denna rapport är att förbättra optimeringsproblemet för vindkraftverk genom att ge noggranna och effektiva årliga energiproduktionsberäkningar (AEP), vilket krävs vid varje optimeringssteg. I rapporten används polynomial chaos expansion (PCE) för att approximera AEP och minska antalet nödvändiga modellutvärderingar. Resultaten visar att PCE är en effektiv metod för att göra energiprognoser.
10

Att läsa eller inte läsa? : En studie om elevers läsvanor på det estetiska programmet.

Özgurdamar, Deniz January 2017 (has links)
I denna studie undersöker jag läsvanorna hos elever på det estetiska programmet, samt hur lärare i ämnet svenska inspirerar och motiverar sina elever för att öka deras kunskaper om och deras intresse för fiktionsläsning. Jag kommer att presentera ett forskningsläge baserat på receptionsteorin, vilket är samma teori som jag utgår från i min undersökning. Frågor jag ska undersöka är bland annat hur elevernas läsvanor ser ut och vad de läser om de själva får välja. Jag kommer även presentera frågor om lärares undervisning i ämnet svenska med fokus på läsvanor. Studien innehåller en enkätundersökning med två klasser som läser på det estetiska programmet, intervjuer med tre elever och intervjuer med lärarna som undervisar dem i ämnet svenska.

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