This dissertation examines the writing! literacy practices of a small group of first year Bachelor of Education Honours students, who registered for the Language in Learning and Teaching module, as first year students, in 1998. The primary sources of data were (a) questionnaires (focusing on existing literacy practices with which students engage outside of the university context), (b) Literate Life Histories, and (c) individual interviews. The purpose of the research was to consider the 'fit' between students' literacy practices outside of the university and those demanded within the university. Explicitly linked to this was a consideration of the extent to which assessment processes could or should be modified to accommodate this 'fit'. Drawing on the work of Pierre Bourdieu (1965,1972,1991,1992), and his notions of habitus, field and capital, Critical Linguistics and Critical Pedagogy, the study explores the concept of 'difference', notions of literacy and institutionalised power. It also offers suggestions for a pedagogical framework that might effectively foreground a critical position in relation to these issues. Findings from this study indicate that very few literacy practices with which student engage 'fit' directly with those demanded of them by the university. Despite this, students 'take on' the academic literacy demands of the university relatively uncritically and do not attach undue emphasis to this aspect of their performance. What is of particular significance to them are the experiences of empowerment they enjoy during their studies, and the' capital' they take with them in the form of a recognised university qualification. Staff, on the other hand, tend to foreground the need to master academic discourse in order to 'succeed', and rate general student performance as low and inadequate against this criterion. These discrepancies and contradictions between what students perceive their sojourn in the B.Ed Hons programme to be about, and their notions of what constitutes 'success' vis a vis that of staff, make for thought provoking and important considerations, particularly with regard to future research possibilities. / Thesis (M.A.) - University of Natal, Pietermaritzburg, 2001.

This thesis deals with the level of information literacy IS/IT in Czech republic based on comparison with surrounding states of European territory. Countries were chosen by number of inhabitants and their membership or long term cooperation with European Union. 16 countries meet given conditions - Belgium, Bulgaria, Denmark, Estonia, Ireland, Greece, Lithuania, Latvia, Hungary, Austria, Portugal, Slovakia, Slovenia, Finland, Sweden and Norway. Countries were divided into 2 categories according the date of admission to European Union. First group were formed by so called "old" countries with Norway and in the second group were countries accepted to European Union in 2004 and 2007. The goal of this work is compare the level of information literacy IS/IT of Czech Republic with 16 chosen countries in 5 areas acting in information society -- i2010 benchmarking indicators and e2005 Policy indicators, computers and the Internet in households and enterprises, e-commerce by individuals and enterprises, structural indicators of information society and research and development. Final thesis analyses/subscribe years 2005 -- 2007 and presumable future development not only in the area of information literacy, but also information society.

This dissertation reports on a study to determine the effects of using the Learn to Read: Reading to Learn approach (R2L), as developed by Dr David Rose, on BCom4 Access Level students at the University of KwaZulu-Natal, South Africa. The aim of the study was to examine the effects of the approach on learners‘ reading abilities and subsequent ability to write and structure texts according to the conventions required by the particular academic context (genre). Forty-six students who registered for the first year BCom4 Access English Language and Development Programme in 2011 participated. All these students come from disadvantaged backgrounds, where there has been a lack of both access to and a culture of reading. The intention of the intervention, if it proved successful in improving the academic literacy levels of participants, was to recommend the implementation of the R2L approach across the additional disciplines of BCom4. An Action Research approach was used, as well as a Case Study, beginning in February 2011 and ending November 2011. The participating students were taught to read selected texts and scaffolded in independent writing of the texts using the six stages of the R2L teaching cycle. Out of the original 46 students, ten were closely tracked. Various data were collected and analysed during the study period. The data from tracked students included pre- and post-intervention reading assessments; a questionnaire; assessments from written texts in the form of assignments, tests and examinations; and data from a focus group interview. Data collected from the entire study group includes written and verbal feedback concerning the effects of the approach. In addition, feedback from other lecturers within the BCom4 course was also recorded and described. The quantitative findings indicate that reading levels of the students increased between one and three levels over the study period, in keeping with the claims that R2L makes about its own efficacy. Comparisons were made of overall results for term and examination marks over both semesters. These consisted of written assignments and tests. The results showed that there was a general decrease in the marks achieved in the first semester of between 2 and 11% in semester scores and between 5 and 18% in the examination scores. This may have been due to the increase in the level difficulty of writing tasks throughout the year. The written assignments of the students also under-went detailed analysis, which indicated a significant improvement in writing at both the macro and micro levels of text, namely referencing, staging, grammar, spelling and punctuation. On a qualitative level, students and academic staff have noted beneficial effects of the approach in terms of the improvement of the reading and comprehension of texts in English as well as in related disciplines such as economics and mathematics. These findings correlate with R2L claims that it is able to improve the literacy performance of students between two and four levels across a one year period. This improvement is independent of the previous literacy history of students and can be applied across the curriculum, from foundational to tertiary education levels. The implications of these findings lead to recommendations that R2L continue to be developed and adapted for South African conditions and that it should be implemented across all modules within the Bcom4 Access programme at UKZN. In order to achieve its full potential in improving academic literacy, the R2L approach needs to function across the curriculum and not just remain in the domain of foundational or English language educators. The seriousness of the poor educational system in South Africa demands that all educators begin to see themselves as teachers of continued reading, whether their disciplines are Mathematics, Science or English language teaching. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-28T09:08:00Z No. of bitstreams: 1 Anísio Costa Castelo Branco.pdf: 463252 bytes, checksum: 0f3126efeb34a5b5457a07a14c8f40e8 (MD5) / Made available in DSpace on 2018-11-28T09:08:00Z (GMT). No. of bitstreams: 1 Anísio Costa Castelo Branco.pdf: 463252 bytes, checksum: 0f3126efeb34a5b5457a07a14c8f40e8 (MD5) Previous issue date: 2018-09-10 / This paper presents the mapping of thirty dissertations and theses dealing with the theme of Financial Education in the context of Teaching and Mathematics Education in the period between 2014 and 2016 in order to identify if and how technology is considered in such works. Initially, the definition of mapping, its objectives and the paths taken to its accomplishment are discussed. The objective is to analyze the contributions of the technologies in graduate academic productions about Financial Education, in the context of Mathematics Education, through a meta-synthesis, in order to identify how this topic is being discussed in the researches and the role of technology in these studies. They point to several solutions and we have identified suggestions and taken notes of the difficulties and the need to use technologies to improve the teaching of Financial Education / Este trabalho apresenta o mapeamento de trinta dissertações e teses que tratam do tema Educação Financeira no contexto do Ensino e da Educação Matemática no período entre 2014 e 2016 com o objetivo de identificar se, e como, a tecnologia é considerada nestes trabalhos. Inicialmente, aborda-se a definição de mapeamento, seus objetivos e os caminhos percorridos para a sua realização. O objetivo é analisar as contribuições das tecnologias nas produções acadêmicas stricto sensu acerca da Educação Financeira, no contexto da Educação Matemática, por meio de uma metassíntese, na perspectiva de identificar como esse tema está sendo discutido nas pesquisas e o papel da tecnologia nestes estudos. Os trabalhos apontam soluções diversas e constatamos sugestões e apontamentos das dificuldades e da necessidade do uso de tecnologias para melhoria do ensino da Educação Financeira

Mgr. Lenka Němečková An analysis of research support in engineering with the emphasis on a university environment and based upon a survey of information behavior and information needs at the CTU in Prague and UCT Prague (dissertation thesis) Analýza informační podpory uživatelů z oblasti technických oborů a věd s důrazem na vysokoškolské prostředí a opírající se o výzkum informačního chování a informačních potřeb provedený na ČVUT v Praze a VŠCHT Praha (disertační práce) Abstract This thesis is focused on the analysis of researchers' information behavior and information needs in engineering in academia and in industry. It is aimed at identifying trends in research support by university libraries based on research of information behavior and information needs that has been conducted at the CTU in Prague and UCT Prague and by a brief insight into industrial environment. Initial parts of the thesis provide an overview of classification schemes in engineering. It also describes brief differences between university and industry environment with the aim at defining the differences in user information needs. It further provides brief summary of theories and models of information behavior and identifies differences between information needs of students and researchers concluding in defining research skills as basic...

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