Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 176-186). 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 (Ed. D.)--Faculty of Education and Social Work, University of Sydney, 2007. / Title from title screen (viewed 1st April, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Includes bibliographical references. Also available in print form.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/23/2008). Includes bibliographical references (leaves 80-87).

Thesis (M.J.)--Carleton University, 2000. / Also available in electronic format on the Internet.

Media literacy is a competency needed for success in the 21st century yet a clear purpose does not exist that is useful in curriculum design. The purpose of this study was to investigate a combined (eclectic) approach to media literacy education according to selected international media literacy organizations. Determining an eclectic approach from subject area experts will be useful in designing and integrating media literacy curriculum. Methodologically, this study was a qualitative content analysis and is thematic in nature using a constant comparative method of analysis. Supporting frameworks were established through standards based curriculum development and Schwab’s (1969, 1971, 1973, 1983) ideas of practical deliberation. Purposive heterogeneous sampling was utilized in identifying media literacy organizations from countries considered leaders in media education. This included organizations from Australia, Canada, and the United Kingdom. The primary approaches throughout all identified countries include an arts, critical, literacy, protectionist, and tool approach to media literacy. Through the process of curriculum deliberation, it is necessary to reconcile these approaches into one eclectic approach. Although individual subject areas may focus on one approach, it is important to consider all approaches equally during curriculum deliberation. In comparing an eclectic approach to Florida language arts standards (modeled after the Common Core State Standards), it was discovered that an eclectic approach to media literacy is not present. These standards focus almost exclusively on a literacy approach despite state statue requiring the full integration of media literacy. Language arts standards also remain focused on print media despite acknowledging that students should be prepared for success in the 21st century. This is a media saturated world and every subject should implement media literacy principles and approaches that prepare students to succeed in it. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Thesis (MPhil) -- University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The state of media literacy in South Africa was investigated on the basis of a case study. A survey was conducted among grade 10 learners in two Free State schools which are amongst the top achievers academically to determine if these learners possess the knowledge linked with media literacy. It was found that the majority of these learners do not. It is therefore imperative that the media industry promotes media literacy through assistance to teachers and independent training programmes aimed at learners. / AFRIKAANSE OPSOMMING: 'n Ondersoek na die stand van mediageletterdheid in Suid-Afrika is aan die hand van 'n gevallestudie gedoen. Die aan- of afwesigheid van kennis wat mediageletterdheid veronderstel, is met behulp van 'n vraelys onder gr. 10-leerders aan twee van die Vrystaat se voorste (akademiese) skole gemeet. Die navorser het bevind dat die meerderheid van dié leerders nie oor dié kennis beskik nie. Die bevindinge dui op die noodsaaklikheid van steun aan onderwysers vanuit die bedryf asook die aanbied van onafhanklike opleidingsprogramme deur mediamaatskappye

Thesis (MEd) -- Stellenbosch University, 1991. / ENGLISH ABSTRACT: This study aims at contributing towards the improvement of teaching, in secondary schools, of written composition and literature in Afrikaans as a first language. · For this purpose, an outline of the relevant literature is presented. It is evident that the teaching of Afrikaans is not entirely sound. As simple solution does not exist; however, this study is an attempt to improve the present situation by focussing on integrated teaching and on the implementation of the media. Technological development puts the media within reach of more people each day. Pupils spend a great deal of time watching television, films and videos; or listening to the radio, records and cassettes. They read newspapers and magazines. This study maintains that the media should therefore be utilized to advance the teaching of Afrikaans, as all communicative skills will then improve in particular reading and writing. An integrative approach to teaching is widely recognised as the ideal. Neuropsychological research has shown that the human brain functions optimally when teaching is integrated. Ideally, in regard to the teaching of a language, composition writing and literature study should merge. The current South African curriculum does not as yet place enough emphasis on this aspect. This study concludes that there is a need for integrated teaching to be introduced into the curriculum for Afrikaans as first language. A second conclusion is that the media, which can serve as device for blending written composition and literature teaching, is not yet exploited effectively. Pupils display an ardent interest in the media and it follows that the media should be used intentionally and as a prominent component of the teaching programme. An integrated teaching programme, which focusses on the media, is proposed in this study. Practical suggestions are made in this regard, proving that the media can serve as crucial point of integration for the teaching of written composition and literature. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om deur 'n oorsig van die relevante literatuur 'n bydrae te lewer tot die onderrig van stelwerk en letterkunde in Afrikaans as Eerste Taal in die senior sekondere skoolfase. Dit is duidelik dat alles nie wel is met die onderrig van Afrikaans nie. 'n Enkelvoudige oplossing is nie moontlik nie, maar hierdie studie wil probeer om die betreklik negatiewe beeld wat bestaan, te verbeter. Die invalshoek wat gekies is, is die van mediagerigtheid. Die patr.oon wat gevolg is, is 'n ge1ntegreerde onderrigbenadering. Tegnologiese ontwikkeling plaas die media binne al meer mense se bereik en dit is 'n werklikheid dat leerlinge baie tyd aan televisie, rolprente, radio, musiekvideo's, liedjies, koerante en tydskrifte bestee. In hierdie studie is van die standpunt ui tgegaan dat hierdie tendens tot voordeel van Afrikaans aangewend moet word om die media te benut ten einde leerlinge se lees- e~ skryfvaardighede en dus oak hulle kommunikatiewe vaardighede te ontwikkel. 'n Ge1ntegreerde onderrigbenadering word allerwee as die ideaal erken. Neuropsigologiese navorsing het getoon dat die menslike brein optimaal funksioneer wanneer onderrig ge1ntegreerd aangebied word. Wat die komponente van taalonderrig betref, is die ideaal dat die stelwerk en "letterkunde ten nouste ge1ntegreer behoort te word. Die huidige situasie in Suid-Afrika vertoon egter nog leemtes, want binne die bestaande kurrikulum kom ge1ntegreerde onderrig nog nie tot sy reg nie. Die studie kom dan tot die eerste gevolgtrekking dat daar wel 'n behoefte bestaan aan ge1ntegreerde onderrig in die kurrikulum vir Afrikaans Eerste Taal. 'n Tweede belangrike gevolgtrekking is dat die media as ontmoetingspunt van stelwerk en letterkunde nie genoegsaam ontgin word nie. Aangesien leerlinge so 'n intense belangstelling toon in die media, is dit net logies dat die media grater prominensie verkry binne die huidige kurrikulum deur die bewustelike inskakeling van hierdie media in die onderrigprogram. Aan die hand van praktiese voorstelle en wenke is in hierdie studie 'n ge1ntegreerde onderrigprogram vir stelwerk en letterkunde met as fokuspunt die media, voorgestel. Op die wyse is bewys gelewer dat die media wel as integrasiepunt van stelwerk en letterkunde kan dien.

University of Macau / Faculty of Social Sciences and Humanities / Department of Communication

The growing popularity of game addiction discourse has necessitated study of how video game critics rhetorically construct addiction. In the following thesis, I analyze contemporary examples of texts that link game addiction to drug abuse. I use Robert Cover’s analysis of how game addiction stereotypes form in conjunction with Aristotle’s rhetorical principles to isolate the persuasive appeals used by authors to rhetorically construct game play as addictive. These addiction arguments, however, are rooted in a larger historical context, and I present examples of game guidebooks and comic books published in the late 1970s and early 1980s to illustrate their rhetorical responses to game addiction rhetoric. I found addiction arguments utilize fear appeals combined with ethos, pathos, and logos to persuade audiences to reject games as potentially dangerous and worthless virtual pursuits. The authors of early game texts use ethos, pathos, and logos to dismantle fear appeals and present video games as a new genre that can be mastered through skill and practice rather than a meaningless virtual experience. This research provides ground for further explorations of game addiction rhetoric, and implications for the continued study of video games.