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Technology and Literary Analysis: Ex...

Marlatt, Rick.

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Technology and Literary Analysis: Exploring New Literacies in Secondary English.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Technology and Literary Analysis: Exploring New Literacies in Secondary English./
作者:	Marlatt, Rick.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	269 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10271119
ISBN:	9781369717662

Technology and Literary Analysis: Exploring New Literacies in Secondary English.
Marlatt, Rick.

Technology and Literary Analysis: Exploring New Literacies in Secondary English. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 269 p.

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

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2017.

The high school English classroom is a complex space of literacy practices and communicative interaction. Teachers and students engage in literature study in ways that are dialogic and multifaceted. The navigation of both print and digital texts along with the constructive operations surrounding those texts including the textual operations conducted as part of critical analysis offers a setting thick with meaning-making and rich with ideas and action. Using the Youth Lens framework for literature studies with young adults, in conjunction with a New Literacies Studies perspective that emphasizes literacy as a series of social practices made possible by the social and cultural contexts that shape the texts and textual actions created by social beings as members of communities, this dissertation examines technology-based literary analysis in a high school English classroom.

ISBN: 9781369717662Subjects--Topical Terms:

3172312
Teacher education.

Technology and Literary Analysis: Exploring New Literacies in Secondary English.
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520 $a The purpose of this ethnographic study was to understand the sociocultural literacy operations constructed and functioning in a secondary English classroom. Specifically, the central research question was, "how do different technologies facilitate different types of literary analysis for high school English students?" The qualitative approach of ethnography was implemented in order to explore understand how technology integration affected the analysis of literature and to describe the new literacy community within the classroom setting. Findings show that new, innovative analyses of literature are possible when a proper curricular and pedagogical alignment has been made by teachers and learners that includes essential unit questions, overarching course goals of student understanding, implementation of conducive technology, and complimentary literacy practices.
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