Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this study is to analyze the discourse of students from an undergraduate Letters course at a university in southern Brazil and at an Applied Linguistics Laboratory the LLAp from the same department, based in the triad of teaching, research and extension, who were asked to speak about their academic discursive practices, in order to identify the characteristics of academic literacy processes, using the frameworks of ACD (FAIRCLOUGH, 1992; 2003), academic literacies (LEA; STREET, 1998; STREET, 2010) and the notion of legitimate peripheral participation (LAVE; WENGER, 1991). We developed and applied written semi-structured questionnaires and oral interviews dealing with three characteristics of academic literacy processes: genre systems, the roles played in academic literacy and the processes of authoring and co-authoring. In 58 written questionnaires answered by students of Letters and of the LLAp, we identified 47 genres mentioned by students. Among the most cited genres were those, which are most routine and formulaic in academic communities, such as reviews, abstracts and articles. On the other hand, genres less cited were those, which are more diffused and imprecise, such as conversation and defining the meaning of 'text'. Besides genre diversity, the diversity of roles mentioned by students indicates the plurality of possibilities made available by the projects developed at this university, especially at the LLAp. In the four interviews with LLAp students, we sought to focus on issues that were not explored thoroughly in the written questionnaire. In terms of genre system, students stressed different aspects. Two students emphasized bureaucratic genres, one student pointed out genres produced within the research project, co-authored with other group members and, finally, one student emphasized genres produced in the classroom and for the classroom, in relation to her role as a teacher in training and as a teacher in action. Regarding the authoring and co-authoring process, as well as the roles played, we identified different degrees of engagement and participation of students in the community. In theory, the longer a student participates and the greater the degree of engagement in the social practices of academic literacies in the community, the greater, proportionately, will be the legitimate peripheral participation process and, consequently, the greater the learning. / O objetivo deste estudo é analisar o discurso de alunos de um curso de Letras de uma universidade do sul do Brasil e um laboratório de Linguística Aplicada o LLAp que tem como base o tripé ensino, pesquisa e extensão da mesma universidade sobre suas práticas discursivas acadêmicas, de modo a identificar as características dos processos de letramentos acadêmicos, a partir da perspectiva da ACD (FAIRCLOUGH, 1992; 2003), dos estudos de letramentos acadêmicos (LEA; STREET, 1998; STREET, 2010) e da noção de participação periférica legítima (LAVE; WENGER, 1991). Para isso, elaboramos e aplicamos questionários semiestruturados escritos e entrevistas que tratavam especialmente sobre três características dos processos de letramentos acadêmicos: o sistema de gêneros, os papeis desempenhados e o processo de autoria e coautoria. Em síntese, alguns dados gerados parecem se salientar. Nos 58 questionários escritos respondidos por alunos do curso de Letras e do LLAp, identificamos 47 gêneros mencionados pelos discentes. Entre os gêneros mais citados estão aqueles mais rotineiros e formulaicos de comunidades acadêmicas como resenhas, resumos e artigos. Por outro lado, entre os gêneros menos citados, estão aqueles mais difusos e imprecisos como conversação e definição do significado de texto . Além da diversidade de gêneros, a diversidade de papeis mencionados pelos discentes indica a pluralidade de possibilidades oportunizadas pelos projetos desenvolvidos nesta universidade com destaque para o LLAp. Nas quatro entrevistas realizadas com alunos do LLAp, buscamos focar em questões que não foram exploradas profundamente no questionário escrito. Sobre o sistema de gêneros, identificamos que os alunos enfatizaram diferentes aspectos. Dois alunos enfatizaram gêneros da esfera burocrática , um aluno destacou gêneros produzidos no âmbito do projeto de pesquisa, em coautoria com outros membros do grupo e, por fim, um aluno deu ênfase em gêneros produzidos em sala de aula e para a sala de aula , seja em relação ao seu papel como docente em formação quanto docente em atuação. Em relação ao processo de autoria e coautoria, bem como dos papeis desempenhados, percebemos diferentes graus de engajamento e participação dos discentes na comunidade. Em tese, quanto maior o tempo de participação e maior o grau de engajamento dos discentes nas práticas sociais de letramentos acadêmicos na comunidade, maior, proporcionalmente, será o processo de participação periférica legítima e, consequentemente, maior será a aprendizagem.

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This thesis relates to the line of research Educators Training, Knowledge and Skills, which is linked to the Program of Post-Graduation in Education (PPGED) from the Federal University of Sergipe (UFS). It was conducted between 2014 and 2018, and it aimed at understanding how the theories of literacies contribute to the expansion of perspectives of public school English teachers, as for the multimodality that is present in educational materials, considering the role English teaching can play for the development of critical citizenship. This is a qualitative multireferential research that was conducted under the perspective of research training; and it adopted the following instruments: field journal, audio recordings, semistructured interviews, and documental analysis. The focus of the investigation was on the meanings that were built in the practices of literacies, which involved readings of visual texts (images) and other multimodal elements, highlighting the importance of critical literacies. The research was developed in the context of in-service English teacher education and the investigation involved the schoolbook for it is the most present resource in the practices of those teachers. The research participants teach at public schools that are located in different municipalities in the state of Sergipe; which represented a positive element for the development of this investigation, due to the character of diversity of experiences and contexts. The theories of literacies gave support to the problematizations that were made as for the relationship between education, English teaching, neoliberalism, educational materials, National Textbook Program (PNLD), globalization, and the multimodal character of communication. The main results indicate that the activities that were conducted along with the teachers contributed to the expansion of their perspectives by development new ways to deal with multimodal readings of educational materials, considering the role that English teaching can play in the education of critical citizens. / Esta tese está inserida na linha de pesquisa Formação de Educadores Saberes e Competências, vinculada ao Programa de Pós-graduação em Educação (PPGED), da Universidade Federal de Sergipe (UFS). Foi desenvolvida no período de 2014 a 2018, tendo por objetivo compreender de que maneira as teorias dos letramentos contribuem para a expansão de perspectivas de docentes de inglês da rede pública, quanto à multimodalidade presente nos materiais didáticos, considerando-se o papel que o ensino de língua inglesa pode desempenhar na formação da cidadania crítica. Esta pesquisa qualitativa-multirreferencial foi conduzida sob a perspectiva da pesquisa-formação, utilizando-se dos seguintes instrumentos: diário de campo, questionários, gravações em áudio, entrevistas semiestruturadas e análise documental. O foco da investigação esteve nos significados que foram construídos nas práticas de letramentos que envolveram leituras de textos visuais (imagens) e outros elementos multimodais, ressaltando a importância dos letramentos críticos. A pesquisa se desenvolveu no contexto de formação continuada de professores e a investigação envolveu o livro didático, por ser esse recurso o mais presente nas práticas daqueles docentes. Os participantes da pesquisa lecionam em escolas localizadas em diferentes municípios do estado de Sergipe, uma condição positiva para o desenvolvimento desta pesquisa, devido ao caráter de diversidade de experiências e contextos. As teorias dos letramentos embasaram as problematizações feitas a respeito das relações entre educação, ensino de inglês, neoliberalismo, material didático, Programa Nacional do Livro Didático (PNLD), globalização e o caráter multimodal da comunicação. Os principais resultados indicam que as atividades conduzidas no módulo contribuíram para que novos olhares fossem lançados a respeito de leituras multimodais de materiais didáticos, considerando-se o papel que o ensino de inglês pode desempenhar na formação de cidadãos críticos. / São Cristóvão, SE

En rad problem uppstår när världen blir allt mer digitaliserad. När samhället och dess bärande tjänster förflyttas från det fysiska mötet till den digitala arenan riskerar människor med bristande digitala kompetenser att bli exkluderade. I och med detta demokratiproblem har biblioteken tilldelats en del av ansvaret för att arbeta med dessa frågor genom uppdraget som kunskapsspridare inom IT. I tidigare studier har det framkommit att det finns oklarheter i hur detta uppdrag ska tolkas, att det finns bristande digitala kompetenser för att utföra uppdraget, samt att biblioteket har en viktig samhällelig roll i dessa frågor. Denna intervjustudie utförd i Stockholmsregionen har haft för avsikt att undersöka bibliotekariers syn på de utmaningar detta uppdrag innebär, samt att applicera det teoretiska ramverket DigComp för att utforska vilka digitala kompetenser som relaterar till biblioteksbesökarnas hjälpbehov i digitala frågor. Studiens teoretiska analys visar att besökarnas digitala hjälpbehov i olika grad relaterar till alla de kompetensområden DigComp presenterar vilket kan bidra till att sätta ord på besökarnas hjälpbehov, utröna vilka digitala kompetenser bibliotekspersonal kan tänkas behöva inneha samt bidra till beslutsprocessen kring vad uppdraget inom det digitala området bör innefatta. Studiens tematiska analys visar att informanterna delvis inte har den tid, det intresse eller de digitala och pedagogiska kompetenser som krävs för att kunna fullfölja det uppdrag som tilldelats. Det kan därför också ses som paradoxalt att denna yrkesgrupp tilldelats detta uppdrag. / A series of problems arise when the world becomes increasingly digital. When society and its supporting services move from physical meetings to the digital arena, individuals with lacking digital competences risk being excluded. Due to this democracy problem the Swedish public libraries have been assigned one part of the responsibility to convey knowledge regarding information technology. In previous studies it has been found that there are uncertainties in how this commission is to be interpreted, that the librarians are lacking digital competences for fulfilling this task and that the library also has an important societal role to play in these issues. This interview study conducted within the Stockholm region has been designed to investigate the librarians' views on the challenges posed by this commission, as well as applying the theoretical framework DigComp to explore which digital competences are related to library visitors' digital needs. The theoretical analysis of this study shows that the visitors' digital needs relate to all of the competences presented in DigComp in various degree. This knowledge can help to express which competences relate to the needs of visitors, identify the digital competences that library staff may need to possess and contribute to the decision-making process regarding what the mission within the digital field should include. The thematic analysis of the study shows that the interviewed librarians in part do not have the time, interest or digital and educational competences required to complete the assignment commissioned to the public libraries. It can therefore also be seen as paradoxical that this profession of librarians has been assigned to this specific task.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research is to analyze critically the discourses from Political Pedagogical Project (PPP) and from students and graduates in an Undergraduation Course in English Language (CLI) from a Brazilian southern university about the academic literacies practices and events in professional teaching. For that, we try to identify the academic literacies practices predicted in PPP to students and academic literacies events by students and graduates experience reports. We based ourselves on concepts that would enable us to analyze the PPP and students and graduates discourses about the academic literacies. So, we chose the theoretical and methodological approach Critical Genre Analysis (MEURER, 2002), that interweaves three social theories, Critical Discourse Analysis (FAIRCLOUGH, 1992, 2003), Sociorretórica (MILLER, 1984; SWALES, 1990; BAZERMAN, 2005) and Systemic Functional Grammar (HALLIDAY; MATTHIESSEN, 2004). In addition, conversations about academic literacies (BARTON, 1991; LEA; STREET, 2006), the concept of Legitimate Peripheral Participation (LPP) (LAVE; WENGER, 1991) and the theoretical and methodological approach ethnography (SAVILLE-TROIKE, 1989) allowed us to analyze and discuss the PPP and students and graduates discourses. To unveil the PPP discourse, we analyze the Egress Profile and Curriculum sections and to the discourse from students and graduates we developed semi-structured questionnaires from PPP excerpts. On the PPP analysis, we identify the academic literacies practices predicted to students and graduates in the CLI. Three academic literacies practices are recognized in the PPP: participation in projects, text production and consumption and professional performance. These three practices were described by identifying the skills and competences predicted for egress and the disciplines. We also recognize that the text production and consumption seems to carry a central role among the practices participation in projects and professional performance. In the analysis of questionnaires, from the search for textual rich features in meaning (BARTON, 2002), we noted four academic literacies practices: participation in the activities of the courses in CLI, participation in projects, participation in scientific events and professional performance. These four practices are recognized in the students and graduates discourse by reporting the academic literacies events they said engage to and participate in. Students and graduates more clearly described the events that constituted practices in that were engaging in the activities of CLI. It seemed also that as these students participated in these events, (re)constitute themselves as English teachers, from the recognition of this context and the individuals involved in these events (FAIRCLOUGH, 2010). / O objetivo desta dissertação é analisar criticamente o discurso do Projeto Político Pedagógico (PPP) e de alunos e egressos de um curso de Letras/Inglês (CLI) de uma universidade do sul do Brasil sobre as práticas e os eventos de letramentos acadêmicos na formação como profissional de línguas. Para tanto, buscamos identificar as práticas de letramentos acadêmicos previstas no PPP para os estudantes do CLI e os eventos de letramentos acadêmicos por meio dos relatos de experiência dos estudantes e egressos. Embasamo-nos, assim, em conceitos norteadores que nos possibilitassem analisar o discurso do PPP e dos alunos e egressos sobre os letramentos acadêmicos. Por isso, escolhemos a abordagem teórico-metodológica da Análise Crítica de Gênero (MEURER, 2002), que entrelaça três teorias de cunho social, Análise Crítica do Discurso (FAIRCLOUGH, 1992; 2003), Sociorretórica (MILLER, 1984; SWALES, 1990; BAZERMAN, 2005) e Gramática Sistêmico-Funcional (HALLIDAY; MATTHIESSEN, 2004). Além disso, as conversações sobre letramentos acadêmicos (BARTON, 1991; LEA; STREET, 2006), o conceito de Participação Periférica Legítima (PPL) (LAVE; WENGER, 1991) e a abordagem teórico-metodológica da etnografia (SAVILLE-TROIKE, 1989) nos permitiram analisar e discutir os discursos do PPP e dos alunos e egressos. Para desvelar o discurso do PPP, analisamos as seções Perfil Desejado do Egresso e Currículo e para o discurso dos alunos e egressos, desenvolvemos questionários semiestruturados a partir de excertos do PPP. Na análise do PPP, identificamos as práticas de letramentos acadêmicos previstas para os estudantes e egressos do CLI. Três práticas de letramentos acadêmicos foram reconhecidas no PPP: participação em projetos, produção e consumo de textos e atuação profissional. Essas três práticas foram descritas por meio da identificação das habilidades e competências previstas para o egresso e das ementas das disciplinas. Reconhecemos também que a produção e consumo de textos parece carregar um papel central entre as práticas participação em projetos e atuação profissional. Na análise dos questionários, a partir da busca por elementos textuais ricos em significação (BARTON, 2002), evidenciamos quatro práticas de letramentos acadêmicos: participação nas atividades das disciplinas do CLI, participação em projetos, participação em eventos científicos e atuação profissional. Essas quatro práticas foram reconhecidas no discurso dos alunos e egressos por meio do relato sobre os eventos de letramentos acadêmicos que eles disseram se engajar e participar. Os estudantes e egressos mais claramente descreveram os eventos que constituíam as práticas na medida em que iam se engajando nas atividades do CLI. Pareceu-nos também que à medida que esses estudantes participavam desses eventos, (re)constituíam-se como professores de inglês, a partir do reconhecimento do contexto e dos sujeitos envolvidos nesses eventos (FAIRCLOUGH, 2010).

The aim of this dissertation is to describe and critically discuss the literacies apprentice-students in the Health and Social Care Programme in the upper secondary school in Sweden are given access to during the workplace-based learning part of the education. The study draws on sociocultural understandings of learning and knowing, and on perspectives developed in the field of new literacy studies of literacies as situated social practices. Ethnographically inspired methods consisting of participant observation, interviews and study of textual artefacts in both the work and school domain are used to generate data. Literacy events and literacy practices students are given the opportunity to participate in are explored as a part of tasks in the work or school domain. Additionally, the literacies students do not gain access in these workplaces but are crucial in health care and social work are explored.  The results indicate that literacies in the work domain are to a large degree embedded in other work tasks. This contributes to making a large part of the reading and writing invisible for the students and their supervisors. Access to literacies at the workplace is not discussed between teachers and supervisors. A major finding is that students’ access to digital literacies in the work domain depends on the local culture of each workplace and on individual supervisor’s decisions, bringing questions of equality in the apprentice-education to the forefront. The digital literacies support central activities in the workplaces; not getting access to these practices raises questions about what kind of working life the apprentice-students are being prepared for. Thus the meaning given to the term employability, which is central in policy-documents for the apprentice education, seems to be enacted as preparing the students for a job in one position, rather than offering broad competences for advancement or changes in working life. School tasks can function in a compensatory way by introducing central texts in Health and Social care work for students, but writing these kinds of texts in the school domain are part of different literacy practices than when writing them in the work domain. Furthermore the schools have no possibilities to offer students access to the kinds of digital systems that are used in the work domain.

Library anxiety has been a concept since 1986, when Constance A. Mellon coined the phenomenon through her qualitative study on feelings that students experienced when interacting with academic libraries. In this essay we are looking at the origin of the concept through earlier research on the known barriers, trying to see what makes library anxiety unique compared to other seemingly related concepts, for example information anxiety. We’ve found many different concepts which can be part of library anxiety, or vice-versa, and many different extensions of LAS – the original scale to measure library anxiety. We aim to unravel some of those concepts we find of importance for library anxiety and its discourse. Looking at this through the lenses of Koselleck’s take on conceptual history, we see possible conflicts on where the concept library anxiety are heading; depending on what aspects of the concept the researcher read into and focusing on and in what context and time the articles were made. We also try to see who is considered responsible for shaping the discourse and if there is some kind of hegemonic struggle therein.

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Globalization and English-language predominance situate English teachers as increasingly influential mediators of both language and culture. In the iconic multicultural hub of Ontario, Canada, teachers work within a causal nexus of social theories of language, the information and communication technologies revolution, and unprecedented global interdependency. Changes in English curriculum reflect these trends, from references to “global citizenship,” to stress on “intercultural communication,” “cultural sensitivity,” and Information and Communication Technology (Ontario Ministry of Education, 2007). Delegated gatekeepers of both linguistic and critical literacies, and facing new questions about the purposes and priorities of their discipline, Ontario English teachers must negotiate the divide between an inherited curriculum and the impacts of sociocultural transformation on changing literacy needs. To contribute to a professional dialogue about teaching English in a multicultural society and global age, this thesis presents findings from interviews with fifteen Ontario secondary English teachers. The focal question, “How is English changing?” introduces a range of pressing issues, such as: displacing the canon, practicing intercultural communication, balancing a democratic discourse, or “common culture,” with respect for diverse values, and managing opposing views and resistance to English curriculum change. The data reveal how English teachers across levels of experience occupy contrasting positions on the curriculum change debate. In part, this can be explained in terms of epistemological orientations. The participants represent three categories: Adaptation, Applied Research / Collaborative Inquiry, and Activism, each by turn more geared toward reconceptualizing English for social diversity and global consciousness. Beyond these classifications, the teachers reflect dissonant perceptions, sometimes personal ambivalence, on the changing role of text choice, and written and oral dialogue in the English classroom. From passionate defenses of Shakespeare, to radical measures to revamp book lists for cultural relevance, to remarkable illustrations of curriculum linked with global consciousness and civic action, the responses of the English teachers delineate zones of difficulty, change, and possibility. They help, too, to catch sight of a new horizon: the English classroom as a space for “cultural conversation” (Applebee, 1994) where canon- and teacher-centred dialogue give way to intertextual (Bakhtin, 1981; Kristeva, 1980) and intercultural (R. Young, 1996) transactions.