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Lire la littérature médiévale en classe de français langue étrangère: une utopie? ; Reading medieval literature in French lessons: a utopia?
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 1, S. 129-138 (2021)
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Lesen, Interpretieren und Rezeption literarischer Texte
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In: ALTRALANG Journal; Vol 3 No 01 (2021): ALTRALANG Journal Volume: 03 Issue: 01 / July 2021; 67-74 ; 2710-8619 ; 2710-7922 ; 10.52919/altralang.v3i01 (2021)
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Lire la littérature médiévale en classe de français langue étrangère: une utopie? ... : Reading medieval literature in French lessons: a utopia? ...
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"Doch nicht auf Russisch!" - Perspektiven von Kindern auf Sprachbildungsprozesse im Rahmen familialer Vorlesesituationen mit mehrsprachigen Bilderbüchern
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 420-434 ; Perspektiven von Kindern und Jugendlichen auf sprachliche Diversität und Sprachbildungsprozesse (2021)
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International assessment of low reading proficiency in the adult population: A question of components or lower rungs?
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In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Special issue on Literacy and numeracy: Global and comparative perspectives (2021)
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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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Interconnected literacy practices. Exploring classroom work with literature in adult second language education ...
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Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung ...
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Interconnected literacy practices. Exploring classroom work with literature in adult second language education
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 45-63 (2020)
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Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung
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Landgraf, Thomas. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 282 S. - (Didaktik der deutschen Sprache und Literatur; 3) - (Bern, Universität, Dissertation, 2019) (2020)
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| 18 |
Interactive Audio Pens, Home Literacy Activities and Emergent Literacy Skills
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 13 ; 3 ; 337-349 (2020)
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| 19 |
Durch Lesen sich selbst verstehen: Zum Verhältnis von Literatur und Identitätsbildung
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Huber, Florian. - : transcript Verlag, 2020. : DEU, 2020. : Bielefeld, 2020
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In: 2 ; Reflexive Sozialpsychologie ; 246 (2020)
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Practice makes perfect: Practice engagement theory and the development of adult literacy and numeracy proficiency
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In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Literacy and numeracy: global and comparative perspectives (2020)
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