The paper addresses issues of media education in blind high-school students, especially in the topical context of digital media. The theoretical part devotes to problems of education of visually impaired persons. Next, concern the subsumption of media education as a cross- sectional subject into Czech primary and high-schools education. This part is also concerned with specific digital media and extensive opportunities of its utilization for visually impaired persons. In the experimental part of the paper, discrete components of digital literacy of sightless high-school students are analysed. The method of focused (semi-structured) interviews was selected. Interviews were executed with ten visually impaired high-school students and subsequently analysed with the help of qualitative content analysis. The aim of the paper is to give a notice on dependence of blind people to digital media and its specifics and, in this conjunction, emphasise the importance of media education.

This dissertation thesis deals with the application of the concept of information distance to the social network data analysis. We consider this data as recorded acts of social action. As such, they express certain attitudes, values and intentions. We introduce a formula for calculating the Normalized Social Distance and, based on the series of case studies, we prove the usefulness and validity of this approach. The application of formal mathematical and computer science techniques to massive data records of human action in social network environments is enabled by the change brought by new media and the associated technological advancement. This change is accompanied by a gradual transition of research methods in the humanities, referred to as the onset of digital humanities. This approach is characterized by the application of quantitative methods in the field of humanities and the discovery of new data areas useful for analyses. In case of social media data, the differentiation between quantitative and qualitative methods is no longer valid. A good example is also this thesis, in which information theory specifically combines the methods of a traditional social network analysis and the Goffman's frame analysis of human action. Keywords Information distance, Normalized Social Distance, Kolmogorov...

This thesis, The Self-myth: Profile Picture of Youth, show how adolescents use technologies for visual on-line self-presentation. Firstly, we describe the context of social media, the social network site Facebook and the concept of digital youth. In the next part we study construction of the profile picture and the important role of digital tools in the on-line lives of teenagers. The last part is the theory of semiotics and readers can see how youth create own self-myth.

This dissertation investigates meaning-making in children's joint-reading transactions with literary apps. The analysis of meaning-making focuses on embodiment as a central aspect of literary app's texts and their reading and on children's negotiation of agency in the act of joint-reading. Meaning-making is understood through a multimodal social semiotics perspective, which considers that meaning is realised in the dynamic transaction between reader, text and social context. Therefore, the dissertation integrates the analysis of the apps and of the children's responses to capture the dynamics of meaning-making in such transactions. Case studies were conducted with six families, who read the apps The Monster at the End of This Book (Stone & Smollin, 2011) and Little Red Riding Hood (Nosy Crow, 2013) in an English public library. The central method of data collection involved video-recorded observations of parent-child joint-reading events, complemented by graphic elicitation, informal interviews and a questionnaire. The video data was analysed through multimodal methods. The findings indicate that the participant readers used their bodies not only as a material point of contact and activation of the interactive features but also as a resource for meaning-making in their transactions with the apps. The reader's body was essential in their engagement with the material and interactive affordances of the apps, in reader's expressions of their responses, and in the sharing of the reading experience with the parents. The body of the reader, through spontaneous and interactive gestures, is a mode of communication in the multimodal ecologies of both the text and the reader's responses. Furthermore, the child readers constantly negotiated their agency within the constraints posed by the text, which include the narrative itself and its interactive features, and those posed by the joint-reading situation. The bodies of the readers played an essential role in this dual negotiation of agency. Children's agency was scripted, that is, the readers exerted their agency within the limitations of a script. The script, however, allowed readers to improvise, and their performances also involved resistance to the script through playful subversion. In the joint-reading event, children's agency was foregrounded, positioning the children as protagonist readers, who performed most of the interactions and lived the aesthetic experience of the text fully, to the expense of their parents, who mostly participated as supporting readers, transferring their agency to the children through scaffolding.