Current Search: literacy (x)
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Title
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INTERACTIVE TEXT-IMAGE CONCEPTUAL MODELS FOR LITERARY INTERPRETATION AND COMPOSITION IN THE DIGITAL AGE.
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Creator
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Weaver, Elizabeth, Saper, Craig, University of Central Florida
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Abstract / Description
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This dissertation focuses on text-image conceptual models for literary interpretation and composition in the digital age. The models investigate an interactive blend of textually-based linear-sequential approaches and visually-based spatial-simultaneous approaches. The models employ Gestalt-inspired figure-ground segregation models, along with other theoretical models, that demonstrate the dynamic capabilities of images as conceptual tools as well as alternate forms of text. The models...
Show moreThis dissertation focuses on text-image conceptual models for literary interpretation and composition in the digital age. The models investigate an interactive blend of textually-based linear-sequential approaches and visually-based spatial-simultaneous approaches. The models employ Gestalt-inspired figure-ground segregation models, along with other theoretical models, that demonstrate the dynamic capabilities of images as conceptual tools as well as alternate forms of text. The models encourage an interpretative style with active participants in open-ended, multi-sensory meaning-making processes. The models use the flexible tools of modern technology as approaches to meaning-making with art strategies used for research strategies as well as a means to appreciate reading and writing in the context of an increasingly visual environment.
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Date Issued
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2010
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Identifier
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CFE0003008, ucf:48335
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003008
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Title
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Fanfiction Reviews and Academic Literacy: Potential Impacts and Implications.
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Creator
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Weiler, Regina, Katt, James, Musambira, George, Butler, John, University of Central Florida
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Abstract / Description
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This study is meant to elucidate how fanfiction-related activities can incorporate many types of critical review, to call attention to what has been overlooked as significant forms of learning, and to understand and take advantage of the opportunities fanfiction's unconventional writing affords in lieu of more deliberate learning environments. This thesis was undertaken due to the significant gap in work done by aca-fan (-) a portmanteau of academic and fan(-) scholars who have strong links...
Show moreThis study is meant to elucidate how fanfiction-related activities can incorporate many types of critical review, to call attention to what has been overlooked as significant forms of learning, and to understand and take advantage of the opportunities fanfiction's unconventional writing affords in lieu of more deliberate learning environments. This thesis was undertaken due to the significant gap in work done by aca-fan (-) a portmanteau of academic and fan(-) scholars who have strong links to the fanfiction community and culture. The aspects explored are the technical writing skills and techniques demonstrated in fanfiction reviews, the influence of the nontraditional online learning environment, the rhetorical strategies that reviewers use to give feedback, the significant categories of things that reviewers comment on, and the value of skills taught peer-to-peer in this manner. The results of my research suggest that peer review in a relaxed, non-academic context leads to improved confidence and skill among a wide demographic range. This thesis proposes that fanfiction writing, reading, and reviewing supports learning. The evidence suggests that it be incorporated where applicable in formal classroom learning to supplement traditional understandings of grammar, syntax, tone, and the use of universal tropes.
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Date Issued
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2019
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Identifier
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CFE0007553, ucf:52603
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007553
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