東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

General Studies Writing (GSW) Digita...

Mauk, Brianna.

FindBook

Google Book

Amazon

博客來

General Studies Writing (GSW) Digital Communication at Bowling Green State University: To Web 2.0 or not to Web 2.0?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	General Studies Writing (GSW) Digital Communication at Bowling Green State University: To Web 2.0 or not to Web 2.0?/
作者:	Mauk, Brianna.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	173 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Rhetoric. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10592355
ISBN:	9781369733341

General Studies Writing (GSW) Digital Communication at Bowling Green State University: To Web 2.0 or not to Web 2.0?
Mauk, Brianna.

General Studies Writing (GSW) Digital Communication at Bowling Green State University: To Web 2.0 or not to Web 2.0? - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 173 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Bowling Green State University, 2017.

First-year composition pedagogy and course communication (especially as implicitly endorsed by institutionally presented means) is often limiting in modes and modalities, which juxtaposes vibrant composing practices in the daily lives of students. Additionally, writing program requirements tend to value primarily alphabetic texts despite multimodal composing's empirically-supported benefits to students. Many in the General Studies Writing program at Bowling Green State University (a sequence of Academic Composition courses) are also enjoying the affordances of Web 2.0 (an umbrella term for digitally connected platforms including file sharing, video and audio conferencing/commenting, and social networking) while creating ePortfolios. My dissertation takes advantage of this rich learning opportunity given the field's call for published teacher research on digital pedagogy. Based in technofeminism, phenomenology, and grounded theory, this project reveals quantitative and qualitative data from digital surveys and interviews on the practices and preferences surrounding Web 2.0 in GSW. Voicing these likes is part of an ongoing thread on digital composition scholarship and teaching. This project provides examples, ideas, and activities showing how Web 2.0 can explicitly support GSW learning outcomes, university writing program goals, BGSU missions, state regulations such as the Ohio Transfer Module (OTM), and federal right to privacy.

ISBN: 9781369733341Subjects--Topical Terms:

516647
Rhetoric.

General Studies Writing (GSW) Digital Communication at Bowling Green State University: To Web 2.0 or not to Web 2.0?
LDR:02388nmm a2200289 4500 001 2117934
005 20170602084421.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369733341
035 $a (MiAaPQ)AAI10592355
035 $a AAI10592355
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mauk, Brianna. $3 3279744
245 1 0 $a General Studies Writing (GSW) Digital Communication at Bowling Green State University: To Web 2.0 or not to Web 2.0?
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
502 $a Thesis (Ph.D.)--Bowling Green State University, 2017.
520 $a First-year composition pedagogy and course communication (especially as implicitly endorsed by institutionally presented means) is often limiting in modes and modalities, which juxtaposes vibrant composing practices in the daily lives of students. Additionally, writing program requirements tend to value primarily alphabetic texts despite multimodal composing's empirically-supported benefits to students. Many in the General Studies Writing program at Bowling Green State University (a sequence of Academic Composition courses) are also enjoying the affordances of Web 2.0 (an umbrella term for digitally connected platforms including file sharing, video and audio conferencing/commenting, and social networking) while creating ePortfolios. My dissertation takes advantage of this rich learning opportunity given the field's call for published teacher research on digital pedagogy. Based in technofeminism, phenomenology, and grounded theory, this project reveals quantitative and qualitative data from digital surveys and interviews on the practices and preferences surrounding Web 2.0 in GSW. Voicing these likes is part of an ongoing thread on digital composition scholarship and teaching. This project provides examples, ideas, and activities showing how Web 2.0 can explicitly support GSW learning outcomes, university writing program goals, BGSU missions, state regulations such as the Ohio Transfer Module (OTM), and federal right to privacy.
590 $a School code: 0018.
650 4 $a Rhetoric. $3 516647
650 4 $a Language arts. $3 532624
650 4 $a Educational technology. $3 517670
690 $a 0681
690 $a 0279
690 $a 0710
710 2 $a Bowling Green State University. $b English. $3 1685388
773 0 $t Dissertation Abstracts International $g 78-09A(E).
790 $a 0018
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10592355