Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 213-220). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Helen Lenskyj.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Janet M. Davis. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 106-110). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 106-110). Also available on the Internet.

Doctor of Education / This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.

Thesis (M.W.S.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 48-49.

This study identified current trends in website design and development for college and university recreation programs accredited by the NRPA/AALR Council on Accreditation. Emphasis was on design, content, governance, and development. The study was an attempt to provide insight for program administrators by identifying current practices related to website design and development. This was the first study to identify current trends in website design and development at nationally accredited recreation programs. This information can be used to evaluate existing websites and plan future website development. Data were collected using an electronic survey instrument created with E-listen software. Three invitations were emailed to program administrators at college and university recreation programs accredited by the NRPA/AALR Council on Accreditation (n=98). Basic descriptive statistics including measures of central tendency and frequency distributions were calculated to address the research questions. The results of this study showed that faculty were most often responsible for their program’s website construction, content and design input, and maintenance. Students did not play a large role in these responsibilities. The websites were most commonly maintained monthly. The most common components available on program websites were informative and served as marketing and recruiting tools. The majority of websites did not contain components for student entertainment or communication. Over half of the websites included links to professional organizations’ homepages. Just under half of the websites did not include a link to the National Recreation and Park Association.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 176-186). Also available on the Internet.