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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 6 of 6 (0.128 seconds)| 1 |
Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape12 1900 (has links)
Magister Educationis - MEd / Writing is an important skill throughout learners’ schooling trajectory because it is through
writing that learners need to situate meaning and sense-making across the curriculum. Writing
proficiency becomes even more important when learners access tertiary studies. Yet studies
suggest that most students struggle with academic writing. Various authors suggest that writing
has not been taught appropriately especially in secondary schooling contexts in South Africa
and that writing becomes even more daunting for Second Language speakers of English when
they reach tertiary education. There is abundant literature on students’ challenges with
academic writing and ways to address academic writing challenges but the use of digital
storytelling in relation to academic writing development is recent and distinctively
underexplored in the literature. In this study, I seek to explore the potential that digital storytelling has in the teaching of
undergraduate academic writing skills. I will focus on first year students' academic writing
skills, how they are taught currently and how technology in the form of digital storytelling can
help first year students improve their academic writing skills. The theoretical framework for
the study is largely based on the New Literacies Studies which is championed by members of
the New London Group such as Street and Street (1984) Lea and Street (2006) among others.
The theoretical framework will draw on the notion of literacy as social practice rather than a
set of reading and writing skills which explains why educators need to find new ways of
teaching academic writing skills. I use semiotics and multimodality as a foundational concept
for using digital storytelling in academic writing. That is because semiotics and multimodality
further support the idea that literacy goes beyond words but that audio and visual elements are
also part of learning and can help engage students in their academic work. The main aim of
this proposed research is to explore both students and lecturer practices of digital literacies in
the teaching and learning of academic writing at The Cape Peninsula University of Technology
(CPUT).
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A thesis submitted in fulfillment of the requirements for the degree of Masters in the Department of Language Education in the Faculty of Education, University of The Western CapeJanuary 2019 (has links)
Magister Educationis - MEd / Writing is an important skill throughout learners’ schooling trajectory because it is through
writing that learners need to situate meaning and sense-making across the curriculum. Writing
proficiency becomes even more important when learners access tertiary studies. Yet studies
suggest that most students struggle with academic writing. Various authors suggest that writing
has not been taught appropriately especially in secondary schooling contexts in South Africa
and that writing becomes even more daunting for Second Language speakers of English when
they reach tertiary education. There is abundant literature on students’ challenges with
academic writing and ways to address academic writing challenges but the use of digital
storytelling in relation to academic writing development is recent and distinctively
underexplored in the literature.
In this study, I seek to explore the potential that digital storytelling has in the teaching of
undergraduate academic writing skills. I will focus on first year students' academic writing
skills, how they are taught currently and how technology in the form of digital storytelling can
help first year students improve their academic writing skills. The theoretical framework for
the study is largely based on the New Literacies Studies which is championed by members of
the New London Group such as Street and Street (1984) Lea and Street (2006) among others.
The theoretical framework will draw on the notion of literacy as social practice rather than a
set of reading and writing skills which explains why educators need to find new ways of
teaching academic writing skills. I use semiotics and multimodality as a foundational concept
for using digital storytelling in academic writing. That is because semiotics and multimodality
further support the idea that literacy goes beyond words but that audio and visual elements are
also part of learning and can help engage students in their academic work. The main aim of
this proposed research is to explore both students and lecturer practices of digital literacies in
the teaching and learning of academic writing at The Cape Peninsula University of Technology
(CPUT).
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Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western CapeMkaza, Linda Olive January 2020 (has links)
Magister Educationis - MEd / Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.
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Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western CapeMkaza, Linda Olive January 2019 (has links)
Magister Educationis - MEd / Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature. In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT). I propose the following research objectives: (i.) elucidate current academic writing scaffolding in academic modules; (ii.) draw on the use of digital storytelling in a first-year undergraduate course; (iii.) shed light on lecturers and students’ perceptions of the ways digital storytelling impacts on first-year academic writing; (iv.) highlight the implications of infusing multimodality into academic writing in this context; and (v.) explore the ways first-year students’ take on new writing practices and how these new practices are facilitated by the ii lecturer. I plan to use a qualitative research method to achieve my set objectives. I have opted to conduct action research, as both participant and researcher. The qualitative research method allows me to use the following research tools: document analysis; questionnaires and interviews. I analyse 15 student essays in order to elucidate current academic writing scaffolding in academic modules. These essays are divided into three categories: high performance; average performance; and low performance. Then questionnaires are distributed to students through a Google Forms link. Of the 40 student participants; 32 students filled in the questionnaires. The interviews were conducted with three lecturers across two departments at CPUT. These interviews, together with questionnaires that the students filled in served to address the following objectives: draw on the use of digital storytelling in a first-year undergraduate course; shed light on lecturers and students’ perceptions of the ways digital storytelling impacts on first-year academic writing; highlight the implications of infusing multimodality into academic writing in this context; and explore the ways first-year students’ take on new writing practices and how these new practices are facilitated by the lecturer. All the ethical considerations were adhered to for my research. I categorized my findings according to the research questions that I posed in the study. There were three research questions which serve as the three main themes of my data analysis. However, during the process of analyzing the data, a fourth theme emerged. The first finding indicates that academic writing scaffolding in academic writing modules is adequate for students who have essays in the high-performance category. However, it is inadequate especially for students who wrote essays in the low performance categories as they could not meet the demands of academic writing. The second finding indicates that students are able to use digital storytelling to help them with various aspects of academic writing. They are able to improve language and grammar; the structure of their writing, that is, the introduction, body and conclusion. The third finding illustrates that lecturers also feel that there are academic writing benefits to when using digital storytelling. Even though that may be, the use of technology for the medium of digital storytelling proved to be somewhat difficult. That is mostly because students did not have access to various technology such as internet connection or even equipment to complete the digital stories unproblematically. Then the fourth finding emerged during lecturer interviews, that is, fees must fall protests and the impact it had on the traditional university structure across. Fees must fall protests led to disruptions in academia because one key aspect they highlight is the need for decolonisation of the curriculum The use of digital storytelling then not only addressed the student academic writing challenges that are highlighted by this study, but also speak to decolonisation of the curriculum because it is an innovative way for students to engage with the demands of academic writing. The conclusion of my thesis is that as useful as digital storytelling is in academic writing; those who wish to use it as a teaching tool need to be well versed with technology as it can have challenges if not used adequately. The most pertinent of the factors revealed is that there is a need for innovative ways to teach the 21st century student.
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Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western CapeMkaza, linda January 2019 (has links)
Doctor Educationis / Writing is an important skill throughout learners’ schooling trajectory because it is through
writing that learners need to situate meaning and sense-making across the curriculum. Writing
proficiency becomes even more important when learners access tertiary studies. Yet studies
suggest that most students struggle with academic writing. Various authors suggest that writing
has not been taught appropriately especially in secondary schooling contexts in South Africa
and that writing becomes even more daunting for Second Language speakers of English when
they reach tertiary education. There is abundant literature on students’ challenges with
academic writing and ways to address academic writing challenges but the use of digital
storytelling in relation to academic writing development is recent and distinctively
underexplored in the literature.
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From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films / Från Snövit till Frost : En utvärdering av populära könsrepresentations-indikatorer tillämpade på Disneys prinsessfilmerNyh, Johan January 2015 (has links)
Simple content analysis methods, such as the Bechdel test and measuring percentage of female talk time or characters, have seen a surge of attention from mainstream media and in social media the last couple of years. Underlying assumptions are generally shared with the gender role socialization model and consequently, an importance is stated, due to a high degree to which impressions from media shape in particular young children’s identification processes. For young girls, the Disney Princesses franchise (with Frozen included) stands out as the number one player commercially as well as in customer awareness. The vertical lineup of Disney princesses spans from the passive and domestic working Snow White in 1937 to independent and super-power wielding princess Elsa in 2013, which makes the line of films an optimal test subject in evaluating above-mentioned simple content analysis methods. As a control, a meta-study has been conducted on previous academic studies on the same range of films. The sampled research, within fields spanning from qualitative content analysis and semiotics to coded content analysis, all come to the same conclusions regarding the general changes over time in representations of female characters. The objective of this thesis is to answer whether or not there is a correlation between these changes and those indicated by the simple content analysis methods, i.e. whether or not the simple popular methods are in general coherence with the more intricate academic methods. / <p>Betyg VG (skala IG-VG)</p>
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