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The goal of this research is to examine how zines--self-published alternative magazines that are part of Do It Yourself (DIY) independent media scenes-- are used to assert subjectivities. This research examines the entire bodies of work of five zinesters. It situates the work in New Literacy Studies, narrative research, and other zine scholarship. By exploring zinesters' works as they use it to perform literacy over time, this research redefines zines. It moves zines away from being seen as simply a way for young women to be active cultural producers and situates zines in autobiographical writing where life narratives are created and recreated as zinesters perform differing subjectivities over time. Through narrative analysis, this research looks at the following five zinesters and the subjectivities they perform at different stages in their zine career. Cindy Crabb creates a confessional space within her zines to tell secrets and stories around her body: specifically survivor narratives. Alex Wrekk positions herself as part of the punk scene and transforms her personal identity as she participates in the zine and punk scenes. Kelly Shortandqueer asserts transgender subject positions throughout his zines and the writing of his transnarrative. Lauren Martin creates autographic zines through her artist subjectivity. Davida Breier shares small stories throughout her zines, as is exemplified in her Intros. The results of this work allows for exploration into zines as a cultural literacy practice. More importantly, it examines and defines zines as life-long literacies--those literacy sites that people choose to participate within during varying times of their lives and not only during specific situational occurrences such as school or work--and zine creators as permanent writers. Zines allow a better understanding of what it means to perform literacy work in meaningful ways which permit participants to examine and reexamine, define and redefine, and construct and reconstruct subjectivities as they move through time and various social, cultural, and personal scenes. / Urban Education

Secondary educators must be knowledgeable in their content while increasing the academic literacy of their students, a process further complicated when working with students who are long-term English learners (LTELs). This mixed-methods study explored the knowledge, practices, and perceptions of six secondary teachers working to develop the academic literacy of LTEL students in content-specific classrooms. Set within a sociocultural framework, the study provides a greater understanding of the challenges and successes educators experience when working at the secondary level with students with diverse learning needs. The data were collected in two phases. Phase I included a quantitative survey of teachers, designed to acquire demographic information from participants who met the inclusion criteria: educators who taught a content-specific course and had a minimum population of 10.7% LTEL students in at least one of their classes. These data were analyzed using descriptive statistics. Phase II consisted of qualitative one-on-one interviews, classroom observations, and follow-up interviews. Data analysis for Phase II included transcribing the interviews and taking notes on emerging themes. Qualitative data were also provided by the classroom observations using the Observation Protocol for Academic Literacies. Notes created in each of the classrooms were coded by themes and used in the creation of profiles for each educator. Themes that emerged through the one-on-one interviews and classroom observations were used to create questions for the follow-up interviews. Findings add to the body of research regarding content-specific secondary teachers’ knowledge and perceptions about the academic literacy development of their LTELs.

The overall purpose of this study is to examine how students and teachers state that they view the use of digital writing tools during the first years of school. Is the use seen as training the ability to use them operationally, what I in this work call goals, or are they seen as a tool to change, improve or simplify the writing process, what I call meaning? By using an interview method where students and teachers talk about the use of digital writing tools in groups, pairs or individually, I try to investigate what opportunities, positive aspects, limitations and negative aspects they state when it comes to digital writing tools. I also intend to investigate whether this can be linked to the view of digital writing tools as meaning or goal.   The teaching of reading and writing during the first years of school is influenced by both teachers' and pupils' thoughts regarding language and learning. How we view the ability to read and write and how best to learn it affects how we organize and think about the teaching we do. This work focuses on digital writing, which I define as writing that is mediated by digital tools. In this work, I use two different approaches to investigate digital writing. Hyland (2020), which is based on the concepts of product-, process- and reader-focused, and Merchant (2008), which argues that digital competence is either seen as a set of skills, as a tool for learning, or as an opportunity for transformation of subjects' representational possibilities. By applying these approaches to the concepts of meaning and goal, I get a model to start from in the abductive approach I use when I conduct a thematic analysis of the results my interviews generated.  Most students are positive about typing digitally but mention that they find it difficult to use the keyboard. The teachers also have an overall positive attitude but mention technical problems, such as logging in and connecting, as negative aspects. Both teachers and students express that the use of digital writing tools is seen as training the ability to use them (goal). Using the digital tools to improve, change and simplify the writing process (meaning) is mentioned to a greater extent by the teachers, even though the students express that it is easier to move, edit and change the text. The aspect that the digital writing tools increase social interaction is not mentioned at all by the students, but by several of the teachers.   Learning with digital tools is about being able to use them in appropriate ways. To be able to do this, both the operational skills and the knowledge of how digital resources can be used as tools for learning need to be in place.

Comment définir des objectifs d’apprentissage linguistiques spécifiques à un public d’étudiants allophones dans le domaine de la production écrite par l’étude d’un genre particulièrement représenté dans les littéracies universitaires : le texte argumentatif ? Partant de l’hypothèse de la nécessité d’un enseignement conjoint de la langue et des contenus disciplinaires, notre travail consiste à proposer des approches et modalités complémentaires aux outils du FLE « tout public » utilisés pour l’enseignement du français à l’université. Nous analysons d’abord ces outils du FLE : manuels de l’approche actionnelle, CECRL et certifications de langues (DELF/DALF et TCF), afin de mettre en exergue leurs apports pour un public étudiants allophones , mais aussi les lacunes qu’ils présentent pour une formation spécifiquement universitaire. Les études menées dans le domaine du FOU nous ont ensuite permis de formuler 5 hypothèses préalables à l’analyse de notre corpus contrastif. Ce corpus a été constitué dans le but d’identifier les besoins spécifiques des étudiants allophones dans l’exercice d’une production écrite argumentée. Il est constitué de productions d’étudiants allophones d’une part (corpus ETR) et francophones d’autre part (corpus FR). Nous présentons ce corpus et son analyse selon la typologie constituée sur la base de nos hypothèses de départ et proposons pour conclure une grille de critères permettant d’établir une évaluation diagnostique des compétences en littéracies universitaires. Enfin, nous soumettons quelques propositions didactiques pour des séances dans le cadre d’un enseignement de Français sur Objectifs Universitaires. / How can we define the specific learning outcomes of non-native students of French within the area of written production ? In order to answer this question, we study a highly frequent genre within academic literacy : the argumentative text.Given the neccessity of jointly teaching language and discipline based contents, our study aims to add approaches and modalities to « general » French as a Foreign Language (FLE) used to teach French at university. Emphasizing both their added value to the teaching of non-native speakers and their shortcomings when dealing with French for academic purposes, we set out to analyse the following tools : textbooks following the action-oriented approach, CEFRL, and language certifications (such as TCF, DELF/DALF).Drawing on existing studies of French for academic purposes, we came up with five hypothesises prior to the study of a comparative corpus. This corpus was established in order to identify the non-native speakers’ specific needs when faced with an argumentative written production. It consists of both productions by non-native (corpus ETR) and native speakers of French (corpus FR). This material is presented and analysed within the frame of a typology based on our initial hypothesises resulting in a framework of criteria facilitating a diagnostic evaluation of the academic literacy competency. Finally, we give didactic suggestions for the teaching of French for academic purposes.

Made available in DSpace on 2017-07-21T14:53:52Z (GMT). No. of bitstreams: 1 Lilian Paula Dambros.pdf: 8454108 bytes, checksum: f537a3cdf4444a7a5462e8b143ea3079 (MD5) Previous issue date: 2016-03-21 / This research entend to understand how the textbooks help to construction of social identities of race with class intersection. It has how goals analyzing four PNLD’s collections, of the year 2012 of high school and three PNLD’s collections, 2015, also high school, in order to understand how social identities of race, class-intersection, are represented these textbooks through speeches and multiliteracies. By analyzing the textbooks sought to answer the following questions: how the textbooks of English, suggested by PNLDs (2012 and 2015), build social identities of race and class? As the black racial identity and white racial identity are represented through literacies and multiliteracies resources of textbooks? The textbooks of English high school suggested by PNLDs 2012 and 2015, use the multiliteracies resources, enable reflections mentioned in Law 10,639 / 03? The theoretical contributions, which were the theoretical and methodological basis for this research, are supported in a literature review of studies that have been conducted with textbooks, like Ferreira (2012) and Barros (2013); about the literacies and multiliteracies bring to the discussion Kleiman (1995 and 2005), Kalantzis and Cope (2008) and Street (2014). To discuss the representation and I make use of identity Hall (2000), Bauman (2005) and Block (2006). This research also aims to reflect on the linguistic and educational policies such as PCN-LE (BRAZIL, 1998), OCEM-LE (2006), DCE-LE (PARANÁ, 2008), which tells the PNLD (BRAZIL, 2012 ) and the Federal Law 10.639 / 03 (BRAZIL, 2004). As for the methodology, was documentary analysis of linguistic and educational policies and written speeches and images produced in the English language textbooks, according to Moita Lopes (1996), Ferreira (2014), Herbele (2004), Wodak (2004) and Rojo (2009, 2012), taking into account the issue of multiliteracies. Also used the critical discourse analysis, according to Van Dijk (2012). After my analysis, I got the following final remarks: it is necessary that the teacher’s training be continuous, thus improving their knowledge about the existing racial prejudice in textbooks, the dominant ideologies brought through multiliteracies these and realize how much the textbooks influence the construction of identities of students. Teachers also need to encourage their students to a critical look at the differences, even if they are not being well represented by textbooks have analyzed because these are full of prejudice and ideologies that exclude black and poor, including the under representation of the characters, the representation of the less complex characters by means of stereotypes with defined spaces and subordinate manner. I hope, with this work, more high school teachers to understand the speeches conveyed to textbooks and start to reflect critically on the policies of the textbook as well as publishers and authors of such books. / A presente pesquisa pretendeu entender como os livros didáticos auxiliam na construção das identidades sociais de raça com intersecção de classe. Tendo como objetivo analisar quatro coleções do PNLD, ano de 2012 do Ensino Médio, mais três coleções do PNLD, ano de 2015, também do Ensino Médio, com o intuito de entender como as identidades sociais de raça, com intersecção de classe, são representadas nesses livros didáticos por meio dos discursos e dos multiletramentos. Ao analisar os livros didáticos busquei responder às seguintes questões: como os livros didáticos de língua inglesa, sugeridos pelos PNLDs (2012 e 2015), constroem as identidades sociais de raça e classe? Como a identidade racial negra e a identidade racial branca são representadas através dos letramentos e recursos de multiletramentos dos livros didáticos? Os livros didáticos de inglês do Ensino Médio sugeridos pelos PNLDs de 2012 e 2015, ao utilizarem os recursos de multiletramentos, possibilitam reflexões de que trata a Lei 10.639/03? Os aportes teóricos, que serviram de fundamentação teórico-metodológica para esta pesquisa, estão respaldados em uma revisão de literatura dos estudos que vêm sendo realizados com os livros didáticos, a exemplo de Ferreira (2012) e Barros (2013); a respeito dos letramentos e multiletramentos trago para a discussão Kleiman (1995 e 2005), Kalantzis e Cope (2008) e Street (2014). Para discutir a representação e identidade valho-me de Hall (2000), Bauman (2005) e Block (2006). A presente pesquisa, também pretende refletir acerca das políticas linguísticas e educacionais, tais como PCN-LE (BRASIL, 1998), OCEM-LE (2006), DCE-LE (PARANÁ, 2008), o que diz o PNLD (BRASIL, 2012) e a Lei Federal 10.639/03 (BRASIL, 2004). Quanto à metodologia, foi de análise documental das políticas linguística e educacionais e dos discursos escritos e imagens produzidas nos livros didáticos de língua inglesa, de acordo com Moita Lopes (1996), Ferreira (2014), Herbele (2004), Wodak (2004) e Rojo (2009, 2012), levando em consideração a questão dos multiletramentos. Também utilizei a análise crítica do discurso, de acordo com Van Dijk (2012). Após minha análise, cheguei as seguintes considerações finais: é necessário que a formação para professores seja contínua, melhorando, assim, seu conhecimento a respeito do preconceito racial existente nos LD, das ideologias dominantes trazidas por meio dos multiletramentos desses e percebam o quanto os LD influenciam na construção das identidades dos alunos. Os professores também precisam incentivar seus alunos para um olhar crítico sobre as diversidades, mesmo elas não sendo bem representadas pelos LD que analisei, pois esses estão repletos de preconceito e ideologias que exclui o negro e o pobre, entre elas a sub representação dos personagens, a representação menos complexas dos personagens, por meio de estereótipos, com espaços delimitados e de maneira subalterna. Espero, com este trabalho, que mais professores do Ensino Médio possam perceber os discursos veiculados aos livros didáticos e passem a refletir criticamente sobre as políticas do livro didático, assim como as editoras e os autores de tais livros.

A presente pesquisa, de abordagem qualitativa, propôs-se a investigar estratégias voltadas a alunos do Ensino Fundamental I para promover o início da alfabetização e letramento científico, a serem desenvolvidos ao longo da Educação Básica. Para isso, partiu das seguintes questões: Como trabalhar de forma a levar o aluno à aprendizagem de ciências naturais e desenvolvimento de habilidades fundamentais à formação do indivíduo alfabetizado e letrado cientificamente, como previsto nos Parâmetros Curriculares Nacionais (PCN)? Que tipo de texto seria mais interessante para a prática pedagógica com vistas a essa aprendizagem? Trabalhando com alunos do 3º ano do Ensino Fundamental, ciclo I, de uma escola pública da Rede Municipal de Ensino de Guaratinguetá-SP, a pesquisa utilizou rodas de leitura como metodologia de ensino-aprendizagem de conteúdos de Ciências Naturais. Elegendo como suporte os textos de divulgação científica da revista Ciência Hoje das Crianças - CHC, a pesquisa desenvolveu as etapas de aplicação das atividades das rodas de leitura, avaliadas através da observação e análise das interações verbais e atividades complementares de representação verbal, icônica e cênica do conhecimento, além de sessão de jogos. Os resultados revelam o papel central do parceiro mais capaz atuando na ZDP durante as interações, contribuindo favoravelmente para a introdução do aluno no universo da ciência como um saber escolar, iniciando o seu processo de alfabetização e letramento científico e desenvolvendo melhor compreensão e interesse pelos conteúdos das Ciências Naturais. Diante disso, abriram-se perspectivas para a elaboração de uma heurística que o professor poderá levar em consideração se tiver como objetivo uma atuação eficiente na ZDP e a iniciação do aluno nos processos de alfabetização e letramento científico. / The present research, with qualitative approach, aimed to examine strategies focused on Elementary School students to promote the beginning of early and scientific literacies, both to be developed along Basic Education. To that end, it was based on the following questions: How to work in a way that takes the student to the learning of natural sciences and the development of abilities that are fundamental to the formation of the early and scientific literate individual, as fixed by the National Curriculum Parameters (NCP)? What kind of text would be more interesting to the pedagogical practice with focus on that learning? Working with students from the 3rd grade of the Elementary School, cycle I, of a public school of the Municipal Education System of Guaratinguetá-SP, the research used literature circles as a methodology for teaching and learning Natural Sciences contents. Electing scientific divulgation texts of the magazine Ciência Hoje das Crianças - CHC as support, the research developed the stages of application of the literature circles activities, evaluated through the observation and analysis of the oral interactions and complementary activities of oral, iconic and scenic representation of the knowledge, besides game sessions. The results reveal the main role of the more capable partner acting in the ZPD during the interactions, contributing favorably to the introduction of the student into the universe of science as a school knowledge, initiating his early and scientific literacies process and developing better comprehension and interest in the Natural Science contents. As a result, many perspectives were open up to the elaboration of a heuristic that the teacher will be able to take into account if he has an effective operation in the ZPD and the student initiation in the early and scientific literacies processes as goals.

Este trabalho promoveu um mapeamento do universo documental das Literacias de Mídia e Informação (MIL) no âmbito das Declarações Oficiais da UNESCO entre os anos de 1982 e 2014. Considerado um novo conceito, as MIL contemplam o desenvolvimento de capacidades e habilidades de cidadãos com a mídia e a informação no ambiente do Século XXI, para que sejam protagonistas de suas próprias histórias e se empoderem ao longo desse processo. Para estudo desse campo se recorreu à Teoria do Ator-Rede como aporte teórico e outros conceitos concernentes como as literacias da informação, digitais e de mídia. Da perspectiva metodológica, a pesquisa tem cunho qualitativo e transdisciplinar e contribui para a compreensão das novas morfologias epistêmicas da sociedade do conhecimento. Como resultados, foram elaborados quadros sínteses e linhas do tempo para a apreensão visual da progressão do conceito de MIL, face à sua sedimentação terminológica e temática. Ainda, se torna possível entender os vários vieses abrangidos ao longo dessa jornada, tendência que a UNESCO tem chamado de \"transliteracy\". / This work promoted a documental cartography over the Media and Information Literacies (MIL) concept under UNESCO\'s documents, between the 1982 and 2014. Considered a new concept, the MIL regards the capacity and skills development within the media and the information environment in the 21st Century, so the individuals can be protagonists of their own histories and for them to empower themselves in the process. This study refers to the Actor-Network Theory (ANT) as a theoretical basis, as well to the digital, media and information literacies concepts. Under a methodological overview, this is a qualitative and transdisciplinary research and contributes to understanding the new epistemological morphologies of the knowledge societies. As results, were elaborates synthetic boards and time lines for the visual apprehension over the MIL concept, facing its etymologic and thematic construction. Still, it is possible to comprehend the biases in this journey, a tendency that UNESCO has recently called \"transliteracy\".

A crescente internacionalização do ensino superior (MOROSINI, 2006) tem feito com que tanto instituições financiadoras quanto universidades pressionem pesquisadores a publicarem internacionalmente (MUELLER, 2000). Visando a aumentar a visibilidade da pesquisa local dentro do cenário acadêmico internacional (FLOWERDEW, 1999), a publicação em periódicos com alto fator de impacto geralmente ocorre em inglês, a língua franca das ciências (HÜLMBAUER et al., 2008). Entretanto, publicar em inglês, que desafia pesquisadores não nativos de inglês em geral (OLIVEIRA, ZUCOLOTTO E ALUÍSIO, 2006), é ainda mais desafiador para neófitos com pouco domínio daquela língua. Apesar de bastante estudadas no exterior, tanto do ponto de vista discente (LEKI E CARSON, 1994; CABRAL E TAVARES, 2005; LAVELLE E BUSHROW, 2007; ENE, 2014) quanto do docente (ENGLISH, 1999; PEDRA E NOCITO, 2012; CARRIÓ-PASTOR E MESTRE-MESTRE, 2014; DAVOUDI, NAFCHI E MALLAHI, 2015) ou de ambos (CASANAVE e HUBBARD, 1992; BITCHE-NER E BASTURKMEN, 2006; DONOHUE E ERLING, 2012), no Brasil, nunca foi feito um estudo que reunisse as principais dificuldades de pós-graduandos com a escrita acadêmica em inglês. Com o intuito de contribuir para o melhor conhecimento da complexidade do esforço de inserção de pesquisadores iniciantes na comunidade acadêmica global via publicação internacional, esta pesquisa de mestrado objetivou conhecer as dificuldades de pós-graduandos de uma universidade pública brasileira com a escrita acadêmica em inglês tanto na percepção discente quanto na docente e averiguar se haveria convergências ou divergências naquelas percepções. Dois questionários foram confeccionados e aplicados eletronicamente, angariando 385 participações (303 pós-graduandos e 82 professores). As análises quantitativa e qualitativa dos dados mostraram convergência nas percepções das duas maiores dificuldades de pós-graduandos (escrever um texto que soe natural em inglês e usar preposições adequadamente). Os dados não só revelaram uma crença predominantemente alinhada com uma visão tradicionalista do ensino da escrita em inglês (FERREIRA, 2007), mas também indicaram que as percepções de pós-graduandos sobre suas próprias deficiências com a escrita em inglês não eram claras. O conhecimento das dificuldades específicas de pós-graduandos com o inglês acadêmico escrito possibilitará o alinhamento das percepções de discentes e docentes, contribuindo assim para melhor orientar futuras iniciativas pedagógicas e institucionais que beneficiem tanto pós-graduandos quanto professores. / The growing internationalization of higher education (MOROSINI, 2006) has caused funding agencies and universities to put pressure on researchers to publish internationally (MUELLER, 2000). In order to increase the visibility of local research within the international academic context (FLOWERDEW, 1999), publication in high-impact factor journals usually occurs in English, the lingua franca of science (HÜLMBAUER et al., 2008). However, publishing in English challenges most non-native English speaking researchers (OLIVEIRA et al., 2006), especially junior researchers with little mastery of English. Although graduate students main difficulties have been regularly studied abroad, either from their own perspective (LEKI & CARSON, 1994; CABRAL & TAVARES, 2005; LAVELLE & BUSHROW, 2007; ENE, 2014), from their professors (ENGLISH, 1999; PEDRA & NOCITO, 2012; CARRIÓ-PASTOR & MESTRE-MESTRE, 2014; DAVOUDI, NAFCHI & MALLAHI, 2015) or from both (CASANAVE & HUBBARD, 1992; BITCHENER & BASTURKMEN, 2006; DONOHUE & ERLING, 2012), in Brazil those students perceptions of their difficulties with academic English writing had never been gathered in one single investigation before. Hoping to cast light on the complex effort involved in junior researchers indictment into global academia through international publication, this research aimed at uncovering the difficulties graduate students in a Brazilian public university face with academic writing in English. Students and professors perceptions of the formers difficulties were investigated and then compared in order to reveal points of convergence or divergence. Two questionnaires were designed and applied, yielding 385 participants (303 graduate students and 82 professors). One of the main findings of the quantitative and qualitative data analysis is that students and teachers perceptions converge regarding the students main difficulties with writing in English: writing texts that would sound natural in English and using prepositions adequately. The data not only revealed a predominant belief in the traditional teaching of English and of writing (FERREIRA, 2007), but they also indicated that students perceptions of their own writing difficulties in English were unclear. The knowledge of specific challenges to graduate writing in English will facilitate the alignment of students and professors perceptions, thus contributing to inform future pedagogical and institutional initiatives benefitting both staff and students.

The aim with this master’s thesis is to examine the information practices and information literacies among social workers in the field of the social services and in the work with child welfare investigations. This is in this study related to their ambition to fulfill the requirements of an evidence-based practice. On a theoretical level, the study is based on three theories grounded in the idea of situated learning and of human activities based in a social context. These are the sociocultural theory, the theory of communities of practices and the theory of information practices. On a methodological level the survey is carried out, and the empirical material is extracted, by using semi-structured interviews with five social workers in two different social offices. The result of the analysis shows that the social workers see the need of, search, share, evaluate and use several sources of information. They include information from the social workers own working experience and expertise, information from the clients and their social network, colleagues and professionals in institutions and agencies external to the social offices. The survey also shows that scientific research information is searched, used and evaluated by the social workers to a low degree. This is connected to the information barriers found in the empirical material, including lack of time and lack of access to digital databases. The main conclusion is that the social workers see the need of scientific research and the academic information literacy related to this, and that the information barriers at the same time force them to evolve an information literacy fitted to the practical work situation. For an evidence-based practice, the social workers see the need to incorporate more of the academic information literacy and practices with the information literacy and practices of the workplace. This is a two years master’s thesis in Archive, Library and Museum studies.