No description available.

No description available.

Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 146-158). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19677

Thesis (M.S.W.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 80-86).

Thesis (M.S.W.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 80-86) Also available in print.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 132-142).

Typescript (photocopy). / Digitized by Kansas Correctional Industries

This thesis investigates how community groups make use of hypermedia technology to tell their stories. Hypermedia software can enable multimedia and multi-linear production which brings new modes of expression and approaches to organising material which can lead to new ways of telling a community story. Using Ricoeur's consideration of the role of imagination in social action, it is argued that storytelling is an important process in maintaining and strengthening community. A review of community media production reinforces this argument that story is integral to community experience and action and considers how this is influenced by choice and engagement with media technology. Hypermedia as both a technology and a form for community representation and story as well as approaches for facilitating the use of hypermedia software in community or participatory media production are explored through a hypermedia storytelling project with St Paul's Carnival Association, Bristol, UK. This project was both observed and facilitated by the author which allowed privileged access to the emerging process. Different methodological approaches were required to accommodate these different roles. Facilitation approaches were borrowed from participatory development and community media which favour participant-led processes. The approach to observation borrows from ethnomethodology in that it favours the participants' accounts of their production and is influenced by Certeau's account of tactical and strategic activity. Analysis of the case study suggests that hypermedia technology can be used to produce rich representations of community experience. Theprocess of production is shaped in particular ways by choice of media, context of production and motivations of participants. Particular attention is drawn to the following aspects: • How hypermedia story making relates to community identity and action including the dynamic between individual and collaborative practices and motivations; • the process of storymaking as a community project including participants' tactical engagement with both story and technology; • the form of the emerging hypermedia community story in particular the collage-like nature of hypermedia production and the appropriateness of this form for the partial and provisional nature of community story; • the role of the facilitator; Suggestions are made for a framework for community-based hypermedia production

The focus of the study is to understand the efficiency of Vodacom and Tigo Television animation advertisements from the perspective of university students with and without education in media analysis in Tanzania. Vodacom and Tigo television animation advertisements have been introduced in Tanzania; however, there is little research about the effectiveness of the advertisements for market purposes of the commodities.   The overall aim of the study is to investigate university students’ media literacy, their interpretations, and alternative perceptions about Vodacom and Tigo television animation advertisements. The theoretical framework focuses on social action theory which is based on exploring meanings that audience create from the texts they consume from media. The empirical basis of the study consists of interviews and questionnaire. The questionnaire was administered to two separate survey groups of 20 university students each. While one group consisted of students educated in interpreting media, the other group comprised of students not educated in media analysis. In order to achieve the aim of the study, a triangulation method was used to provide a broader and deeper understanding of respondents’ perceptions of the animation TV advertisements.   Based on the qualitative approach, five themes were found and regarded as respondents’ views and perceptions. Findings obtained through the quantitative method showed that respondents with media education had positive perceptions of the advertisements and could interpret and understanding them. While students without media education had negative perceptions and most of them could not interpret and understand the advertisements. Further research that will include a diverse sample population from different community groups is suggested.

This study explores the extent to which government policies for higher education impact upon the ways in which higher education institutions (HEIs) implement these and the students themselves experience their studies. The focus is accredited volunteering in higher education. A case study approach has been undertaken to scrutinise the impact of policy directives on several stakeholders within one post-1992 HEI, the University of Wrottesley (a pseudonym). The methodological approach is qualitative. Semi-structured interviews were carried out with senior university staff and Students Union personnel, and a detailed on-line survey was conducted with three cohorts of students undertaking the Volunteering in the Curriculum (ViC) programme. What emerges is the extent to which the dominant discourse of 'employability' is foregrounded in government policy directives, and the pressures thus placed on the university management of Wrottesley to respond effectively to first destination scores (DHLE). 'Employability' in this sense is understood as a graduate student obtaining employment, rather than a broader sense of good learning which embraces both learning (cognitive, theoretical and practical) and employability (Knight & Yorke, 2004). The findings expose the ways in which volunteering has been drawn into the dominant discourse of 'employability', yet what emerges from the student survey of their participation in the ViC programme is a broader, more nuanced learning experience which draws on both experiential and theoretical learning that encompasses academic studies, personal development, social action and graduate employment. The evidence validates the theoretical and pedagogic practice of ViC whereby students experience holistic learning. Universities such as Wrottesley are missing an opportunity in not embracing wider objectives of initiatives such as ViC which enable enhancement of graduate employability and also learning gain with the development of well rounded critical citizens and institutional permeability between community and the academy.