Digital Writing Technologies in Higher Education [[electronic resource] ] : Theory, Research, and Practice / / edited by Otto Kruse, Christian Rapp, Chris M. Anson, Kalliopi Benetos, Elena Cotos, Ann Devitt, Antonette Shibani |
Edizione | [1st ed. 2023.] |
Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
Descrizione fisica | 1 online resource (XXV, 526 p. 25 illus., 23 illus. in color.) |
Disciplina | 378.170281 |
Soggetto topico |
Penmanship
Language and languages - Study and teaching Educational technology Literacy Writing Skills Language Education Digital Education and Educational Technology Escrits acadèmics Tractament de textos Tecnologia educativa Educació superior |
Soggetto genere / forma | Llibres electrònics |
ISBN | 3-031-36033-8 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Introduction -- Section1: Word processing software -- Name of chapter -- The Beginnings of Word Processing: A Historical Account -- Establishing the Standard: The Rise of Microsoft Word -- Expansions and Alternatives: Beyond Microsoft Word -- Section2: Web applications and platform technology -- Name of chapter -- Hypertext, Hyperlinks, and the World Wide Web -- Creativity Software and Idea Mapping Technology -- Digital tools for Written Argumentation -- Digital Note-taking for Writing -- Synchronous and Asynchronous Collaborative Writing -- Social Annotation: Promising Technologies and Practices in Writing -- Multimodal chat-based apps: enhancing copresence when writing -- Learning Management Systems (LMSs) -- Digital Teacher Feedback Tools -- Digital Student Peer Review Systems -- Reference Management Systems -- Plagiarism Detection and Intertextuality Software -- The Electronic Portfolio: self-regulation and reflective practice -- CMS 3.0: The All-in-One Digital Writing Workspace -- Section3: Writing analytics and language technologies -- Name of chapter -- Automated Text Generation and Summarization -- Information Retrieval and Knowledge Extraction for Academic Writing -- Analytic Techniques for Automated Analysis of Writing -- Automated Scoring of Writing -- Automated Feedback on Writing -- Intelligent Tutoring for Writing -- On Corpora and Writing -- Investigating Writing Processes with Keystroke Logging -- Section4: Implications -- Writing and Learning: What Changed with Digitalization? -- Towards Defining Digital Writing Quality -- Finding the Right Words: Language Technologies to Support Formulation -- Writing and Thinking: What Changes with Digital Technologies? -- Writing processes in the digital age: A networked interpretation -- glossary -- index. |
Record Nr. | UNINA-9910744511003321 |
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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Discourse and Education [[electronic resource] /] / edited by Stanton Wortham, Deoksoon Kim, Stephen May |
Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 |
Descrizione fisica | 1 online resource (350 p.) |
Disciplina | 407.1 |
Collana | Encyclopedia of Language and Education, 3rd ed. |
Soggetto topico |
Language and education
Applied linguistics Literacy Educational policy Education and state Language Education Applied Linguistics Educational Policy and Politics |
ISBN | 3-319-02322-5 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Traditions in Discourse and Education -- Discourse, Power and Identities -- Discourses, Pedagogy and Learning. |
Record Nr. | UNINA-9910349353803321 |
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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Don't Call it Literacy! [[electronic resource] ] : What every teacher needs to know about speaking, listening, reading and writing |
Autore | Barton Geoff |
Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
Descrizione fisica | 1 online resource (201 p.) |
Disciplina |
302.2/2440941
302.22440941 |
Soggetto topico |
Language arts - Great Britain
Language arts -- Great Britain Language arts Literacy - Great Britain Literacy -- Great Britain Literacy Education Social Sciences Education, Special Topics |
Soggetto genere / forma | Electronic books. |
ISBN |
0-203-11200-8
1-283-89395-9 1-136-28073-1 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Front Cover; Don't Call it Literacy!; Copyright Page; Contents; Introduction: why literacy matters; Part one: literacy essentials; What we know about literacy in the UK; How much does a teacher of any subject need to know about literacy?; How to be effective as a literacy coordinator; How a consistent whole-school approach to literacy can help pupils to learn better; What Ofsted expects to see as evidence of whole-school literacy; Part two: speaking and listening; Essential knowledge at a glance; What research tells us about classroom talk; Exploring different types of talk
How to organise group talkWhy group work matters; Why body language matters so much in teaching; How to enter the classroom; How to use the classroom space; How to avoid letting no-go zones develop in your classroom; Where and how to stand in class; How other aspects of body language can help to improve your communication; How to talk less; How to use language to manage transitions within lessons; How to explain things more clearly; How to make explanations more powerful; How to ask better questions; Part three: reading; What research tells us about reading How to evaluate the types of reading demands made in your subjectHow to build a reading culture; How to develop pupils' range of reading strategies; Reflecting on your own reading skills; How we skim texts; How we scan texts; How to encourage pupils to read texts actively; How to develop pupils' analytical skills in reading; How to help pupils to spell more accurately; How to help pupils to revise; How to help pupils to develop independent study skills; How to promote independent research; How do we promote 'reading for pleasure'?; Part four: writing; What research tells us about writing Five things every teacher ought to know about writingHow to write: seven hints; How to improve the accuracy of your own writing; Evaluating the main writing ingredients needed for your subject; How to teach pupils to write; Helping pupils to write better; How to write a recount; How to write analytically; How to write discursively; How to write to evaluate; Writing to explain; Writing to inform; Writing instructions; Writing to persuade; Writing to report; Appendices: Glossary of grammatical terms; Subject-by-subject spelling lists; Week-by-week spellings; Reading list; Afterword; Index |
Record Nr. | UNINA-9910452512403321 |
Barton Geoff | ||
Hoboken, : Taylor and Francis, 2012 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Don't Call it Literacy! [[electronic resource] ] : What every teacher needs to know about speaking, listening, reading and writing |
Autore | Barton Geoff |
Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
Descrizione fisica | 1 online resource (201 p.) |
Disciplina |
302.2/2440941
302.22440941 |
Soggetto topico |
Language arts - Great Britain
Language arts -- Great Britain Language arts Literacy - Great Britain Literacy -- Great Britain Literacy Education Social Sciences Education, Special Topics |
ISBN |
0-203-11200-8
1-283-89395-9 1-136-28073-1 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Front Cover; Don't Call it Literacy!; Copyright Page; Contents; Introduction: why literacy matters; Part one: literacy essentials; What we know about literacy in the UK; How much does a teacher of any subject need to know about literacy?; How to be effective as a literacy coordinator; How a consistent whole-school approach to literacy can help pupils to learn better; What Ofsted expects to see as evidence of whole-school literacy; Part two: speaking and listening; Essential knowledge at a glance; What research tells us about classroom talk; Exploring different types of talk
How to organise group talkWhy group work matters; Why body language matters so much in teaching; How to enter the classroom; How to use the classroom space; How to avoid letting no-go zones develop in your classroom; Where and how to stand in class; How other aspects of body language can help to improve your communication; How to talk less; How to use language to manage transitions within lessons; How to explain things more clearly; How to make explanations more powerful; How to ask better questions; Part three: reading; What research tells us about reading How to evaluate the types of reading demands made in your subjectHow to build a reading culture; How to develop pupils' range of reading strategies; Reflecting on your own reading skills; How we skim texts; How we scan texts; How to encourage pupils to read texts actively; How to develop pupils' analytical skills in reading; How to help pupils to spell more accurately; How to help pupils to revise; How to help pupils to develop independent study skills; How to promote independent research; How do we promote 'reading for pleasure'?; Part four: writing; What research tells us about writing Five things every teacher ought to know about writingHow to write: seven hints; How to improve the accuracy of your own writing; Evaluating the main writing ingredients needed for your subject; How to teach pupils to write; Helping pupils to write better; How to write a recount; How to write analytically; How to write discursively; How to write to evaluate; Writing to explain; Writing to inform; Writing instructions; Writing to persuade; Writing to report; Appendices: Glossary of grammatical terms; Subject-by-subject spelling lists; Week-by-week spellings; Reading list; Afterword; Index |
Record Nr. | UNINA-9910779446403321 |
Barton Geoff | ||
Hoboken, : Taylor and Francis, 2012 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Don't Call it Literacy! [[electronic resource] ] : What every teacher needs to know about speaking, listening, reading and writing |
Autore | Barton Geoff |
Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
Descrizione fisica | 1 online resource (201 p.) |
Disciplina |
302.2/2440941
302.22440941 |
Soggetto topico |
Language arts - Great Britain
Language arts -- Great Britain Language arts Literacy - Great Britain Literacy -- Great Britain Literacy Education Social Sciences Education, Special Topics |
ISBN |
0-203-11200-8
1-283-89395-9 1-136-28073-1 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Front Cover; Don't Call it Literacy!; Copyright Page; Contents; Introduction: why literacy matters; Part one: literacy essentials; What we know about literacy in the UK; How much does a teacher of any subject need to know about literacy?; How to be effective as a literacy coordinator; How a consistent whole-school approach to literacy can help pupils to learn better; What Ofsted expects to see as evidence of whole-school literacy; Part two: speaking and listening; Essential knowledge at a glance; What research tells us about classroom talk; Exploring different types of talk
How to organise group talkWhy group work matters; Why body language matters so much in teaching; How to enter the classroom; How to use the classroom space; How to avoid letting no-go zones develop in your classroom; Where and how to stand in class; How other aspects of body language can help to improve your communication; How to talk less; How to use language to manage transitions within lessons; How to explain things more clearly; How to make explanations more powerful; How to ask better questions; Part three: reading; What research tells us about reading How to evaluate the types of reading demands made in your subjectHow to build a reading culture; How to develop pupils' range of reading strategies; Reflecting on your own reading skills; How we skim texts; How we scan texts; How to encourage pupils to read texts actively; How to develop pupils' analytical skills in reading; How to help pupils to spell more accurately; How to help pupils to revise; How to help pupils to develop independent study skills; How to promote independent research; How do we promote 'reading for pleasure'?; Part four: writing; What research tells us about writing Five things every teacher ought to know about writingHow to write: seven hints; How to improve the accuracy of your own writing; Evaluating the main writing ingredients needed for your subject; How to teach pupils to write; Helping pupils to write better; How to write a recount; How to write analytically; How to write discursively; How to write to evaluate; Writing to explain; Writing to inform; Writing instructions; Writing to persuade; Writing to report; Appendices: Glossary of grammatical terms; Subject-by-subject spelling lists; Week-by-week spellings; Reading list; Afterword; Index |
Record Nr. | UNINA-9910809807403321 |
Barton Geoff | ||
Hoboken, : Taylor and Francis, 2012 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Early reading first and beyond [[electronic resource] ] : a guide to building early literacy skills / / Susan E. Israel |
Autore | Israel Susan E |
Pubbl/distr/stampa | Thousand Oaks, CA, : Corwin Press, c2008 |
Descrizione fisica | 1 online resource (121 p.) |
Disciplina |
372.4
372.41 |
Soggetto topico |
Reading (Early childhood)
Literacy Reading comprehension - Study and teaching (Early childhood) - United States Metacognition in children |
Soggetto genere / forma | Electronic books. |
ISBN |
1-4522-8074-6
1-4129-5101-1 1-4522-1453-0 1-4416-5377-5 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Cover; Contents; Preface; Acknowledgments; About the Author; Chapter 1 - Introduction to Early Reading First; Chapter 2 - Oral Language Development: Emerging Vocabulary, Expressive Language, and Listening Comprehension; Chapter 3 - Alphabetic Knowledge; Chapter 4 - Phonological Awareness: Giving Early Learners an Advantage When Learning to Read; Chapter 5 - Print Awareness; Chapter 6 - Designing Early Literacy Classrooms of Excellence; Resources; References; Index |
Record Nr. | UNINA-9910480137303321 |
Israel Susan E | ||
Thousand Oaks, CA, : Corwin Press, c2008 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Early reading first and beyond [[electronic resource] ] : a guide to building early literacy skills / / Susan E. Israel |
Autore | Israel Susan E |
Pubbl/distr/stampa | Thousand Oaks, CA, : Corwin Press, c2008 |
Descrizione fisica | 1 online resource (121 p.) |
Disciplina |
372.4
372.41 |
Soggetto topico |
Reading (Early childhood)
Literacy Reading comprehension - Study and teaching (Early childhood) - United States Metacognition in children |
ISBN |
1-4522-8074-6
1-4129-5101-1 1-4522-1453-0 1-4416-5377-5 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Cover; Contents; Preface; Acknowledgments; About the Author; Chapter 1 - Introduction to Early Reading First; Chapter 2 - Oral Language Development: Emerging Vocabulary, Expressive Language, and Listening Comprehension; Chapter 3 - Alphabetic Knowledge; Chapter 4 - Phonological Awareness: Giving Early Learners an Advantage When Learning to Read; Chapter 5 - Print Awareness; Chapter 6 - Designing Early Literacy Classrooms of Excellence; Resources; References; Index |
Record Nr. | UNINA-9910791235103321 |
Israel Susan E | ||
Thousand Oaks, CA, : Corwin Press, c2008 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Early reading first and beyond : a guide to building early literacy skills / / Susan E. Israel |
Autore | Israel Susan E |
Edizione | [1st ed.] |
Pubbl/distr/stampa | Thousand Oaks, CA, : Corwin Press, c2008 |
Descrizione fisica | 1 online resource (121 p.) |
Disciplina | 372.41 |
Soggetto topico |
Reading (Early childhood)
Literacy Reading comprehension - Study and teaching (Early childhood) - United States Metacognition in children |
ISBN |
1-4522-8074-6
1-4129-5101-1 1-4522-1453-0 1-4416-5377-5 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Cover; Contents; Preface; Acknowledgments; About the Author; Chapter 1 - Introduction to Early Reading First; Chapter 2 - Oral Language Development: Emerging Vocabulary, Expressive Language, and Listening Comprehension; Chapter 3 - Alphabetic Knowledge; Chapter 4 - Phonological Awareness: Giving Early Learners an Advantage When Learning to Read; Chapter 5 - Print Awareness; Chapter 6 - Designing Early Literacy Classrooms of Excellence; Resources; References; Index |
Record Nr. | UNINA-9910820592603321 |
Israel Susan E | ||
Thousand Oaks, CA, : Corwin Press, c2008 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Educational Media and Technology Yearbook : Volume 41 / / edited by Robert Maribe Branch |
Edizione | [1st ed. 2018.] |
Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
Descrizione fisica | 1 online resource (XII, 429 p. 3 illus. in color.) |
Disciplina | 371.33 |
Collana | Educational Media and Technology Yearbook |
Soggetto topico |
Educational technology
Learning Instruction Literacy Educational Technology Learning & Instruction |
ISBN | 3-319-67301-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Preface -- Part I -- Introduction -- Issues and Trends in Instructional Technology: Increased Use of Mobile Technologies and Digital Content to Provide Un-Tethered Access to Training and Learning Opportunities -- Collaborative design of ICT-rich early literacy learning material: Design talk in teacher teams -- Social learning in a distributed environment: Lessons learned from online design education -- Understanding Help-Seeking Behavior of Students’ in a Flipped Classroom: A Structural Equation Modeling Approach -- Digging Deep into Communities of Inquiry at Purdue -- Real-time mutual gaze perception enhances collaborative learning and collaboration quality -- Critical Thinking in the Field of Educational Technology: Approaches, Projects, and Challenges -- Exploring the Cultural Dimensions of Learning: Models, Instruments, and Future Studies -- Part II -- Introduction -- Profile of Edward Caffarella -- Profile of Sharon Smaldino -- Part III -- Introduction -- Worldwide List of Organizations in Learning, Design, Technology, Information or Libraries -- Part IV -- Introduction -- Worldwide List of Graduate Programs in Learning, Design, Technology, Information or Libraries -- Part V -- Introduction -- Mediagraphy. |
Record Nr. | UNINA-9910299537403321 |
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Educational Media and Technology Yearbook : Volume 40 / / edited by Michael Orey, Robert Maribe Branch |
Edizione | [1st ed. 2017.] |
Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 |
Descrizione fisica | 1 online resource (XX, 364 p. 17 illus., 12 illus. in color.) |
Disciplina | 371.33 |
Collana | Educational Media and Technology Yearbook |
Soggetto topico |
Educational technology
Learning Instruction Literacy Educational Technology Learning & Instruction |
ISBN | 3-319-45001-8 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Preface -- Part I -- Introduction -- Issues and Trends in Instructional Technology: Increased Use of Mobile Technologies and Digital Content to Provide Un-Tethered Access to Training and Learning Opportunities -- Collaborative design of ICT-rich early literacy learning material: Design talk in teacher teams -- Social learning in a distributed environment: Lessons learned from online design education -- Understanding Help-Seeking Behavior of Students’ in a Flipped Classroom: A Structural Equation Modeling Approach -- Digging Deep into Communities of Inquiry at Purdue -- Real-time mutual gaze perception enhances collaborative learning and collaboration quality -- Critical Thinking in the Field of Educational Technology: Approaches, Projects, and Challenges -- Exploring the Cultural Dimensions of Learning: Models, Instruments, and Future Studies -- Part II -- Introduction -- Profile of Edward Caffarella -- Profile of Sharon Smaldino -- Part III -- Introduction -- Worldwide List of Organizations in Learning, Design, Technology, Information or Libraries -- Part IV -- Introduction -- Worldwide List of Graduate Programs in Learning, Design, Technology, Information or Libraries -- Part V -- Introduction -- Mediagraphy. |
Record Nr. | UNINA-9910155295703321 |
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|