This dissertation investigates writing practices attuned to northern places. Eight experienced teachers from six regions in Canada’s Northwest Territories agreed to think-together in a study which took a hermeneutic approach to the focusing, gathering, and the analysis of data. Writing was both the subject for the inquiry and the methodology, as I asked participants to engage in ten workshops designed to move conversations away from familiar answers to the question: what practices invite northern students to write? In a place where the majority of students are Indigenous, I hoped that the writing workshops would invite the non-Indigenous teachers to consider their relationship to the many interconnecting dimensions of place. While writing seems to take one away from the particulars of experience to more universal concerns as one tries to capture meaning, paradoxically, writing returns to the particular. In the first four chapters, I use my 19 years of experience as a northern teacher as a heuristic for the study by contrasting the thinking of ‘the new teacher who has just arrived in the North’ to the voice of ‘the researcher.’ Four data chapters take up the ideas that emerged from the thinking-together with the teachers. I examine how the teachers used complexity thinking to approach their writing pedagogy. I consider how new literacies might overlap Indigenous pedagogies and Western writing pedagogies. I assert that the qualia of individual experience might serve as engaging subject matter for student writing. And finally, I explore how teachers might orient writing practices toward the development of voice rather than overemphasize procedural text-based approaches. This study will add to the literature on teaching writing with Indigenous students and to the literature on post-process pedagogy, particularly as it draws from Geography. Through example, this dissertation may illustrate how non-Indigenous educators can draw from Indigenous education in a way that respects and integrates its philosophical foundations. / Thesis (Ph.D, Education) -- Queen's University, 2011-09-29 11:38:17.767

My dissertation explores the relationship between journals and the political. Using the modern examples of The Public Interest and Telos, I analyze how critical journals write politics. As a scholar, I am interested in writing practices and how they shape epistemologies, ontologies, and Weltanschauungen; in essence, how they act as narratives of power. The practice I have undertaken to study in this dissertation is the practice of reviewing. The etymology of the word "review" is "to see again." Tracing the review form to its institutionalization in the early 19th century in Great Britain and bringing it forward to the late 20th century in the United States, I analyze how critical journals "see again," whether they challenge how the state "sees," or whether they conform to the state's view. I argue that by writing about politics and re-viewing the state's writing of politics, critical journals also contribute to the wrighting (or making) of political realities. / Ph. D.

Thesis submitted in fulfilment of the requirements for the Degree Magister of Education in the Faculty of Education at the Cape Peninsula University of Technology / The core problematique of this study is to establish a collaborative intervention strategy as a model that could facilitate the design and dissemination of appropriate formative feedback during essay-writing practices with at risk ECP and first-year students.

This thesis is an ethnographically grounded description and interpretation of a variety of writing practices observable in an Arabic speaking community, primarily on the Internet. Working with, or in reaction to, the concept of diglossia, of which Arabic sociolinguistic setting is often cited as a textbook example, the majority of scholars have focused their attention on speech as a major site of language variation and mixing. Writing has been largely neglected. This thesis is a contribution to what I hope will become a growing number of works aimed at filling that lacuna. I examine linguistic features of a number of, mostly non-literary, texts in contemporary Egypt where Modern Standard Arabic (Fuṣḥa) and Egyptian Colloquial Arabic (ˤAmmiyya) constitute the theoretical poles of the diglossic continuum. The Egyptian sociolinguistic setting, however, is here understood as being defined and reconfigured by the increasing socio‑economic importance of yet another linguistic variety – English. The analysis of linguistic details is conducted with reference to a broader socio‑cultural context and local language ideologies surrounding the production and reception of a rapidly growing number of texts that employ a variety of features and draw on different linguistic resources, thus often defying, in the outcome, the hegemonic ideological projection that writing is the domain of Fuṣḥa. In order to offer an account of a dynamic, changing and diversified character of writing practices in present‑day Egypt, illustrative examples are drawn from a number of different texts and domains of writing, including Wikipedia Masry, Twitter, Facebook, advertisements, online campaigns for political and social causes, as well as books. The inventory of linguistic resources variously employed by various writers in various circumstances is identified to contain re-combinations across three linguistic varieties, Fuṣḥa, ˤAmmiyya and English, and two scripts, Arabic and Latin.

Made available in DSpace on 2014-06-11T19:22:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-05-18Bitstream added on 2014-06-13T19:26:57Z : No. of bitstreams: 1 fusco_ac_me_sjrp.pdf: 456420 bytes, checksum: 8e2bcc0ab0fcd8c32306e5f7bfbd0565 (MD5) / Este trabalho de pesquisa propõe-se a investigar se e de que modo a relação aluno/professora de Língua Portuguesa se (re)constitui em práticas de letramento/escrita em ambientes virtuais de enunciação. O conjunto do material é formado por 23 “conversas” via Windows Live Messenger (popularmente chamado de MSN), coletadas entre 2010 e 2011, totalizando 8h31min de interação on-line entre adolescentes ─ alunos da rede municipal de ensino de São José do Rio Preto (SP), na faixa etária de 13 a 15 anos, com acesso frequente à internet e às práticas de letramento/escrita em meio digital ─ e professora de Língua Portuguesa. Ao analisarem-se essas “conversas”, tenciona-se discutir que a escrita em ambientes digitais – por ser prática social de linguagem – não se constitui apenas em função da tecnologia que lhe dá suporte – embora não se possa desprezá-la –, mas a partir de um conjunto de relações dialógicas com a alteridade. Ao apresentar análise descritiva do corpus à luz dos conceitos de heterogeneidade propostos por Authier-Revuz (2004) e do modo heterogêneo de constituição da escrita, proposto por Corrêa (2004), este trabalho busca investigar, nos enunciados analisados, marcas linguísticas que demonstrem que a escrita constitui-se como modo de enunciação dividida entre sujeitos socialmente organizados e historicamente situados. Nesse contexto, o presente trabalho discute marcas linguísticas – pontos de heterogeneidade – que denotam que, ao “conversarem” pelo MSN, os sujeitos, ao mesmo tempo, atualizam e transformam as relações que os constituem enquanto aluno e professora / This research paper aims to investigate if and in which way the Portuguese Language teacher/student relation is (re)established in literacy/writing practices in virtual environments of utterance. The material, which was collected between 2010 and 2011, is composed of 23 “chats” via Windows Live Messenger (MSN), with a total of 8h31min online interaction between the teenagers – local school students from São José do Rio Preto (SP), between 13 and 15 years old, who frequently had access to the internet and the literacy/writing practices in electronic format - and the Portuguese Language teacher. The analyzes of these chats argues that the writing in digital environment – for being language social practice- is not only constituted by the technological function support – although this cannot be despised -, but also from a group of dialogue relations on account of the otherness. By presenting the corpus descriptive analyzes according to the concepts of heterogeneity suggested by Authier-Revuz (2004) and the heterogeneous mode of the writing constitution proposed by Corrêa (2004), this paper aims to show (in the analyzed material) linguistic marks, which demonstrate that the writing consists of utterance mode, divided into socially organized and historically situated individuals. The present paper then, tries to show that it is possible to point out linguistic marks - heterogeneity points – ,which mean that once individuals are chatting on the MSN, they are not only updating their already constituted teacher/student relation, but also transforming it

Submitted by Robério Barreto (jpgbarreto@gmail.com) on 2014-05-02T20:27:39Z No. of bitstreams: 1 ROBÉRIO PEREIRA BARRETO.pdf: 1818737 bytes, checksum: 9fed4e69cfeef25e70263c347229187b (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-07-17T01:17:18Z (GMT) No. of bitstreams: 1 ROBÉRIO PEREIRA BARRETO.pdf: 1818737 bytes, checksum: 9fed4e69cfeef25e70263c347229187b (MD5) / Made available in DSpace on 2014-07-17T01:17:18Z (GMT). No. of bitstreams: 1 ROBÉRIO PEREIRA BARRETO.pdf: 1818737 bytes, checksum: 9fed4e69cfeef25e70263c347229187b (MD5) / A presente tese é resultado de pesquisa que teve como objetivo compreender as práticas interacionais de escrita ocorridas nos weblogs de professores da educação básica de Irecê – BA. O encontro com categorias tais como letramento, letramento digital, hipertexto, interações on-line e off-line foram fundamentais para o entendimento de que a web tem promovido mudanças na forma e no sentido dos meios de produzir linguagem no contexto da comunicação digital. Entrevistas presenciais e interações on-line com os participantes da pesquisa visam atender aos princípios metodológicos do trabalho, que fez uso de ambas etnografia virtual e análises de caráter qualitativo e interpretativo. Os dados relativos à interação no weblog levam à conclusão de que todo esse processo de mudança na forma de produzir linguagem tem ocorrido paralelamente aos esforços dos profissionais, não tão preparados para a prática do webletramento, considerando que os interagentes da linguagem virtual já nasceram numa era digital, em que conseguiram ampliar os modos de articulação entre si. A análise de dados demonstra que são necessárias reorganizações pedagógicas na forma de se trabalhar com leitura e escrita na escola básica, por que os estudantes que dela participam estão imersos na cultura digital e, portanto, realizam leituras, escritas e interações por meio de práticas de escrita on-line diferenciadas das até então realizadas na escola. O estudo evidencia a acentuada diferença de preparo dos professores para atuarem com esse público que, na prática, já está habituado a realizar leituras e escritas digitais dentro e fora da sala de aula, fazendo uso constante da rede de computadores, através de variados dispositivos móveis que os acompanham desde cedo. Estas concepções são respaldadas por Marchuschi (2000), Xavier (2003, 2012), Araujo (2011), Lévy (2000), Street (2000), Godoy (2010), Bakhtin (2000, 2003), Burke (1999), Hine (2010), Straus e Coubin (2010) e outros que vão desde a Sociologia da linguagem à Teoria da comunicação mediada por computador. / ABSTRACT The thesis presently handed to the academy panel is the result of research that had as its main objective to understand the interactive writing practices on weblogs of teachers o f fundamental education in Irecê - BA. The encounter with categories such as literacy, digital literacy, hypertext, on - line and off - line interactions were fundamental to the understanding that the web has promoted changes to the way and the means of producin g language in a digital context. Interviews and on - line interactions with the participants aim to attend the methodological principles of the work, which, made use of both virtual ethnography and qualitative and interpretative analysis. The data related to weblog interaction guides to the conclusion that all this process is a result of change on the way of producing language has occurred in parallel to the efforts of the involved teachers, not prepared to cope with students who were born on a different era, already capable to amplify their means of articulation. It is necessary to reorganize the pedagogy to work with reading and writing on basic education because students are already immerged into a digital culture and, therefore, able to read, write and int eract using on - line specific practices. These conceptions are supported by dialogues presented by Marchuschi (2000), Xavier (2003, 2012), Araujo (2011), Lévy (2000), Street (2000), Godoy (2010), Bakhtin (2000, 2003), Burke (1999), Hine (2010), Straus e Cou bin (2010)

Esta dissertação tem como objetivo principal investigar como os movimentos de letramento digital ocorrem nas práticas de leitura e escrita no contexto da inserção dos laptops em uma escola de ensino fundamental. O estudo tem como referência teórica a Epistemologia Genética de Piaget e a concepção de letramento digital de Soares e Lévy. A pesquisa possui um caráter exploratório, em que o delineamento metodológico é dado pelo Estudo de Caso. Os sujeitos da pesquisa foram quatro estudantes de 13 anos de idade, do 6º ano do Ensino Fundamental de uma escola pública envolvida no projeto UCA, etapa II. As fontes de evidência que constituíram o corpus foram o diário de bordo da pesquisadora, as transcrições das filmagens e as produções de texto dos sujeitos desta pesquisa. O método clínico piagetiano inspirou as observações e intervenções. Os procedimentos de análise foram desenvolvidos a partir da Análise Textual Discursiva de Moraes e Galiazzi (2007), em conformidade com as etapas sugeridas por esses autores. As categorias de análise foram se constituindo a partir do olhar para as fontes de evidência, levando em conta o movimento dos sujeitos e o movimento da pesquisadora na apropriação do campo conceitual, constituindo as categorias: (a) leitura e escrita digital, (b) fluência digital e (c) buscar e pesquisar na web. A partir dos elementos teóricos e compreensões no decorrer do processo, apresentamos alguns possíveis norteadores para que os processos de leitura e escrita possam conter práticas de letramento digital. Compreendemos que a inserção do laptop na escola está provocando perturbações, mas ainda não se constituiu em um novo contexto de ensino e aprendizagem, contudo, está em processo de constituição. Os movimentos de letramento digital, muitas vezes, são minimizados pelos professores, não oportunizando ou dando abertura para os estudantes fazerem escolhas e potencializarem suas práticas com esse novo elemento na sala de aula. Mesmo assim, foi possível perceber, nos estudantes, indícios de práticas de letramento digital, como a fluência digital e práticas de leitura e escrita no contexto digital. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-09T16:40:46Z No. of bitstreams: 1 Dissertacao Mariane Maria Schons.pdf: 1117841 bytes, checksum: 6e2f73b66ff326a9f2530278f5b1e557 (MD5) / Made available in DSpace on 2014-06-09T16:40:46Z (GMT). No. of bitstreams: 1 Dissertacao Mariane Maria Schons.pdf: 1117841 bytes, checksum: 6e2f73b66ff326a9f2530278f5b1e557 (MD5) / This master’s thesis has as its main goal to investigate how digital literacy movements take place in the reading and writing practices in the context of introducing laptops in an elementary school. The study has Piaget’s genetic epistemology and Soares’ and Levy’s concepts for digital literacy as its theoretical reference. The research has an exploratory approach in which the methodological outline is given by a case study. Research subjects were four 13-year-old students, from the 6th grade at a public elementary school involved in the Projeto UCA (Brazilian program for the One Laptop per Child program), on its second phase. Evidence sources for the corpus were the researcher’s log book, video transcripts, and the writing production by the subjects of the research. Piaget’s clinical method inspired the observations and interventions. Analysis procedures were followed as per Moraes and Galiazzi’s (2007) and their procedures recommended for text discourse analysis. The categories for the analysis were developed from looking at the evidence sources, considering the subjects’ movements and the researcher’s movement as she appropriated the theoretical concepts. Those categories were: a) digital reading and writing; b) digital fluency; and c) searching on the web. From the theoretical elements and our understanding during the process, we present some possible guidelines so that reading and writing processes can contain practices of digital literacy. We understand that introducing the laptop in school has been causing some perturbation, but hasn’t constituted a new teaching and learning context yet; it is still in process. Movements towards digital literacy are sometimes minimized by the teachers, who do not create opportunities or chances for the students to make their own choices and potentialize their practices with this new element in the classroom. Even so, it was possible to notice some signs of students’ practices of digital literacy, such as digital fluency and reading and writing in the digital context.

Orientador: Fabiana Cristina Komesu / Banca: Lourenço Chacon Jurado Filho / Banca: Fernanda Correa Silveira Galli / Resumo: Este trabalho de pesquisa propõe-se a investigar se e de que modo a relação aluno/professora de Língua Portuguesa se (re)constitui em práticas de letramento/escrita em ambientes virtuais de enunciação. O conjunto do material é formado por 23 "conversas" via Windows Live Messenger (popularmente chamado de MSN), coletadas entre 2010 e 2011, totalizando 8h31min de interação on-line entre adolescentes ─ alunos da rede municipal de ensino de São José do Rio Preto (SP), na faixa etária de 13 a 15 anos, com acesso frequente à internet e às práticas de letramento/escrita em meio digital ─ e professora de Língua Portuguesa. Ao analisarem-se essas "conversas", tenciona-se discutir que a escrita em ambientes digitais - por ser prática social de linguagem - não se constitui apenas em função da tecnologia que lhe dá suporte - embora não se possa desprezá-la -, mas a partir de um conjunto de relações dialógicas com a alteridade. Ao apresentar análise descritiva do corpus à luz dos conceitos de heterogeneidade propostos por Authier-Revuz (2004) e do modo heterogêneo de constituição da escrita, proposto por Corrêa (2004), este trabalho busca investigar, nos enunciados analisados, marcas linguísticas que demonstrem que a escrita constitui-se como modo de enunciação dividida entre sujeitos socialmente organizados e historicamente situados. Nesse contexto, o presente trabalho discute marcas linguísticas - pontos de heterogeneidade - que denotam que, ao "conversarem" pelo MSN, os sujeitos, ao mesmo tempo, atualizam e transformam as relações que os constituem enquanto aluno e professora / Abstract: This research paper aims to investigate if and in which way the Portuguese Language teacher/student relation is (re)established in literacy/writing practices in virtual environments of utterance. The material, which was collected between 2010 and 2011, is composed of 23 "chats" via Windows Live Messenger (MSN), with a total of 8h31min online interaction between the teenagers - local school students from São José do Rio Preto (SP), between 13 and 15 years old, who frequently had access to the internet and the literacy/writing practices in electronic format - and the Portuguese Language teacher. The analyzes of these chats argues that the writing in digital environment - for being language social practice- is not only constituted by the technological function support - although this cannot be despised -, but also from a group of dialogue relations on account of the otherness. By presenting the corpus descriptive analyzes according to the concepts of heterogeneity suggested by Authier-Revuz (2004) and the heterogeneous mode of the writing constitution proposed by Corrêa (2004), this paper aims to show (in the analyzed material) linguistic marks, which demonstrate that the writing consists of utterance mode, divided into socially organized and historically situated individuals. The present paper then, tries to show that it is possible to point out linguistic marks - heterogeneity points - ,which mean that once individuals are chatting on the MSN, they are not only updating their already constituted teacher/student relation, but also transforming it / Mestre

Esta dissertação tem como objetivo principal investigar como os movimentos de letramento digital ocorrem nas práticas de leitura e escrita no contexto da inserção dos laptops em uma escola de ensino fundamental. O estudo tem como referência teórica a Epistemologia Genética de Piaget e a concepção de letramento digital de Soares e Lévy. A pesquisa possui um caráter exploratório, em que o delineamento metodológico é dado pelo Estudo de Caso. Os sujeitos da pesquisa foram quatro estudantes de 13 anos de idade, do 6º ano do Ensino Fundamental de uma escola pública envolvida no projeto UCA, etapa II. As fontes de evidência que constituíram o corpus foram o diário de bordo da pesquisadora, as transcrições das filmagens e as produções de texto dos sujeitos desta pesquisa. O método clínico piagetiano inspirou as observações e intervenções. Os procedimentos de análise foram desenvolvidos a partir da Análise Textual Discursiva de Moraes e Galiazzi (2007), em conformidade com as etapas sugeridas por esses autores. As categorias de análise foram se constituindo a partir do olhar para as fontes de evidência, levando em conta o movimento dos sujeitos e o movimento da pesquisadora na apropriação do campo conceitual, constituindo as categorias: (a) leitura e escrita digital, (b) fluência digital e (c) buscar e pesquisar na web. A partir dos elementos teóricos e compreensões no decorrer do processo, apresentamos alguns possíveis norteadores para que os processos de leitura e escrita possam conter práticas de letramento digital. Compreendemos que a inserção do laptop na escola está provocando perturbações, mas ainda não se constituiu em um novo contexto de ensino e aprendizagem, contudo, está em processo de constituição. Os movimentos de letramento digital, muitas vezes, são minimizados pelos professores, não oportunizando ou dando abertura para os estudantes fazerem escolhas e potencializarem suas práticas com esse novo elemento na sala de aula. Mesmo assim, foi possível perceber, nos estudantes, indícios de práticas de letramento digital, como a fluência digital e práticas de leitura e escrita no contexto digital. / This master’s thesis has as its main goal to investigate how digital literacy movements take place in the reading and writing practices in the context of introducing laptops in an elementary school. The study has Piaget’s genetic epistemology and Soares’ and Levy’s concepts for digital literacy as its theoretical reference. The research has an exploratory approach in which the methodological outline is given by a case study. Research subjects were four 13-year-old students, from the 6th grade at a public elementary school involved in the Projeto UCA (Brazilian program for the One Laptop per Child program), on its second phase. Evidence sources for the corpus were the researcher’s log book, video transcripts, and the writing production by the subjects of the research. Piaget’s clinical method inspired the observations and interventions. Analysis procedures were followed as per Moraes and Galiazzi’s (2007) and their procedures recommended for text discourse analysis. The categories for the analysis were developed from looking at the evidence sources, considering the subjects’ movements and the researcher’s movement as she appropriated the theoretical concepts. Those categories were: a) digital reading and writing; b) digital fluency; and c) searching on the web. From the theoretical elements and our understanding during the process, we present some possible guidelines so that reading and writing processes can contain practices of digital literacy. We understand that introducing the laptop in school has been causing some perturbation, but hasn’t constituted a new teaching and learning context yet; it is still in process. Movements towards digital literacy are sometimes minimized by the teachers, who do not create opportunities or chances for the students to make their own choices and potentialize their practices with this new element in the classroom. Even so, it was possible to notice some signs of students’ practices of digital literacy, such as digital fluency and reading and writing in the digital context.

Teachers in rural regions need access to professional development in pedagogical skills and curriculum to improve writing of students at-risk. Presenters describe research that examined effects of professional development in two evidence-based practices. Sample teaching materials for students with diverse learning needs will be shared.