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Studying languages in the times of COVID-19. Reflections on the delivery of teaching and learning activities and the year abroad
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In: Plutino, Alessia [Hrsg.]; Polisca, Elena [Hrsg.]: Languages at work, competent multilinguals and the pedagogical challenges of COVID-19. Research-publishing.net 2021, S. 105-111 (2021)
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Learning Information Literacy across the Globe. Frankfurt am Main, May 10th 2019
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In: Frankfurt am Main : DIPF 2021, 133 S. (2021)
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Learning Information Literacy across the Globe. Frankfurt am Main, May 10th 2019 ...
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Digital Media and Textuality: From Creation to Archiving
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In: 45 ; Medienumbrüche ; 284 (2021)
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| 6 |
Wikis und die Wikipedia verstehen: Eine Einführung
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Dijk, Ziko van. - : transcript Verlag, 2021. : DEU, 2021. : Bielefeld, 2021
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In: 87 ; Edition Medienwissenschaft ; 338 (2021)
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| 7 |
Protest twittern: Eine medienlinguistische Untersuchung von Straßenprotesten
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Dang-Anh, Mark. - : transcript Verlag, 2021. : DEU, 2021. : Bielefeld, 2021
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In: 22 ; Locating Media / Situierte Medien ; 448 (2021)
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Wörterbuchnutzung zur Erschließung der Bedeutung unbekannter Wörter beim Lesen: Medienvergleich und kognitive Prozesse
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Hodson, Julia. - : Heidelberg : Pädagogische Hochschule Heidelberg, 2021
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Inklusion mit Hilfe digitaler Medien – Die Märchenapp StoryToys‘ Schneewittchen und ihr Potenzial zur Leseförderung in heterogenen Lerngruppen
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| 10 |
Digital Explanatory Annotations for Literary Texts: Possibilities - Practices - Problems - Prospects (revised version of the original 2017)
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Abstract:
This pdf (published in January 2021) is a slightly revised version of the original 2017 document. Some of the links included in the 2017 document have been updated. The content of this thesis has remained the same. Please refer to the present pdf when citing this thesis. The original 2017 version can be found here: http://hdl.handle.net/10900/80731 --- This thesis is concerned with digital explanatory annotations that are meant to help readers understand, interpret, and enjoy literary texts. The first chapter outlines the advantages of digital over printed annotations. The second chapter evaluates the annotations in eleven digital editions. The focus lies on their extent and systematization, their layout, their use of links and multimedia elements, their citeability, and on whether they were created collaboratively or not. The third chapter is concerned with TEASys – a system developed at the university of Tübingen which helps annotators structure their explanations with regards to length/depth and content. This system allows readers to choose which parts of an annotation they want to read for their individual interests and research purposes. The fourth chapter discusses the results of a survey concerned with students’ attitudes towards digital reading and digital annotations. The last chapter outlines three challenges that digital annotations are still facing: (1) readers’ preference for printed texts (2) the questions how the academic quality of collaboratively written annotations can be guaranteed, and (3) the question how digital annotations that are constantly being revised can be archived. This version of the MA thesis contains minor revisions (e.g. corrections of misspellings and line breaks).
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Keyword:
420; 800; 820; Anmerkung; Annotation; collaborative annotation; digital edition; Digital Humanities; digital reading; Digitale Edition; Edition; explanatory annotations; Interaktives Lesen; Internetliteratur; Leseinteresse; Lesekultur; Lesen; Leseverhalten; Neue Medien; reading preferences; TEASys; Textverstehen; Tübingen Explanatory Annotation System
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URL: https://doi.org/10.15496/publikation-53366
http://hdl.handle.net/10900/111990
http://nbn-resolving.de/urn:nbn:de:bsz:21-dspace-1119901
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