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The Cliometrics of Onomastics: Modeling Who's Who in Ancient Greece
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In: https://hal-univ-paris8.archives-ouvertes.fr/hal-03370259 ; 2021 (2021)
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Teaching Early Grade Literacy to Migrant Children from Central America and the Dominican Republic
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De l'intérêt de l'analyse textuelle pour l'analyse des professionnalités enseignantes
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In: Introduire le NLP et le text mining dans les recherches en sciences de l'éducation ; https://hal.archives-ouvertes.fr/hal-03237855 ; Introduire le NLP et le text mining dans les recherches en sciences de l'éducation, 2021 (2021)
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Ce que fait dire la Théorie de l’Action Conjointe en Didactique. Analyse lexicale des communications du premier congrès international de cette théorie [version 2]
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In: https://hal.archives-ouvertes.fr/hal-03337358 ; 2021 (2021)
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Parachuting into Private Christian Schools: The Educational Experiences of International High School Students at US Parochial Schools
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Designer Minds: Examining Youths’ Multimodal Literacies
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Abstract:
In recent reports the U.S. Department of Education issued a charge for 21st century skills for college and career readiness. With the ever-increasing societal influence of social media, educators had been grappling with the challenge of understanding the nature of multimodal literacy practices and supporting post-millennial youths’ literacy development. This mixed methods study captured youths’ multimodal literacy practices in the context of a digital storytelling community. Through the examination of a large repository of digital artifacts, the researcher analyzed the emergence of collective productivity rates and trending topics over a multiple year period. In order to investigate the meanings embedded in these artifacts, the researcher also conducted a multiple person case study to trace individuals’ meaning making through the construction of their digital artifacts. Eight youth from the ages of 7 to 13 participated in tasked-based interviews. Once the interviews records were transcribed, the youths’ practices, discourses, and artifacts were analyzed across cases. Through in-depth individual case analysis and cross-case analysis, the researcher identified the domains of meaning youth employed to create their projects. With the archive analysis and the multiple person case study, the researcher found collaboration as a dominant in the digital storytelling community culture. Gender was a key indicator of topic choices in the digital projects. The less experienced youth worked together on common projects. Their repertoires of practice expanded over time as they explored different subject matters and gained command over digital tool uses for creative purposes. Participants, who had more experience with multimodal literacies, were more likely to introduce new, more complex topics from virtual communities and social media platforms to the community. This study opened more opportunities for researchers to investigate ways multimodal literacies could have served other purposes such as cultivation of leadership, promote socioemotional resilience, and provide creative opportunities for youth from historically marginalized backgrounds.
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Keyword:
equity; identity development; Mixed methods study; Multicultural education; Multimedia communications; multimodal literacy; Sociolinguistics; youth
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URL: https://escholarship.org/uc/item/7cx985mr
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Health and Wellness: Building Resilience in Deaf Bilingual Classrooms
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Language Ideologies and the Intercultural Universities in Mexico: San Felipe del Progreso and Ixhuatlán de Madero
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Exploring Vocabulary Knowledge and Home Language Experiences on Aspects of Young Children’s Oral Explanatory Discourse Skills
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Examining Practices in the Initiation of a Teacher Preparation Networked Improvement Community
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Language Management in Diaspora: Tu’un Nda’vi, Spanish, English, Constricted Agency, and Social Capital in a Oaxacan Indigenous Diasporic Community
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“If I’d Heard That Earlier, It Would Have Changed My Academic Experience”: Connections Between Language Brokering and Undergraduate Academic Writing
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“Vamos Juntos en Esto”: Peer Interaction and Affordances for Language Development among Adolescent Newcomers in Language and Content Classrooms
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Lang, Nora W. - : eScholarship, University of California, 2021
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Distance Learning Experience of Korean American Parents of Children with Developmental Disabilities During the COVID-19 Pandemic
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Evaluating Early Head Start: Health Impacts, Academic Achievement, and Partnership Programs
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Alluvial Hope: The Transformative Practices of Placemaking at a Montana Tribal College
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Culturally Sustaining Pedagogy into Practice: Elementary School Teachers’ Implementation of CSP in Their Classrooms
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Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
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Sí Se Puede, Sí Se Pudo, Sí Se Va a Poder: The Narrative Experience of Newcomer Immigrant Adolescent Students in Obtaining a High School Diploma
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