Technology in Second Language Writing: Advances in Composing, Translation, Writing Pedagogy and Data-Driven Learning

This edited volume showcases state-of-the-art research in technological applications in second language writing. It examines multimodal composing, digital feedback, data-driven learning, machine translation, and technological applications in writing pedagogy. Technology in Second Language Writing reflects the rapidly changing field of technology in second language learning and highlights technological advances across different areas relevant to L2 writing. Composed of empirical studies, reviews, and descriptive essays, this book covers a variety of topics across the areas of composing, pedagogy, and writing research. It includes discussion of computer-mediated communication, language learners’ perceptions about using technology in their writing, the use of social media in writing, corpus learning, translation software, and the use of electronic feedback in language classrooms. Offering a multifaceted approach to technology in a wide variety of second language writing contexts, this cutting-edge book serves as essential reading for scholars and postgraduate students in the field of language teaching, applied linguistics, and TESOL

The Futures of Books: Technologies and Forms

Students often approach discussions about the future of the book with a narrow conception of “the book”: “book” means “codex.” By reading theoretical and historical studies of the book, writing critiques of artists’ books, and creating handmade books, students can examine and question their assumptions about the essential qualities of “the book.” This paper describes a sequence of assignments designed to move students toward analysis of the relationships between forms and content in a variety of printed books, artists’ books, and electronic books. Students come to understand more fully the historical reasons for the development of the codex form and to think more broadly about technologies and formal possibilities of “the book.

The Use of Multiple Slate Devices to Support Active Reading Activities

Reading activities in the classroom and workplace occur predominantly on paper. Since existing electronic devices do not support these reading activities as well as paper, users have difficulty taking full advantage of the affordances of electronic documents. This dissertation makes three main contributions toward supporting active reading electronically. The first contribution is a comprehensive set of active reading requirements, drawn from three decades of research into reading processes. These requirements explain why existing devices are inadequate for supporting active reading activities. The second contribution is a multi-slate reading system that more completely supports the active reading requirements above. Researchers believe the suitability of paper for active reading is largely due to the fact it distributes content across different sheets of paper, which are capable of displaying information as well as capturing input. The multi-slate approach draws inspiration from the independent reading and writing surfaces that paper provides, to blend the beneficial features of e-book readers, tablets, PCs, and tabletop computers. The development of the multi-slate system began with the Dual-Display E-book, which used two screens to provide richer navigation capabilities than a single-screen device. Following the success of the Dual-Display E-book, the United Slates, a general-purpose reading system consisting of an extensible number of slates, was created. The United Slates consisted of custom slate hardware, specialized interactions that enabled the slates to be used cooperatively, and a cloud-based infrastructure that robustly integrated the slates with users' existing computing devices and workflow. The third contribution is a series of evaluations that characterized reading with multiple slates. A laboratory study with 12 participants compared the relative merits of paper and electronic reading surfaces. One month long in-situ deployments of the United Slates with graduate students in the humanities found the multi-slate configuration to be highly effective for reading. The United Slates system delivered desirable paper-like qualities that included enhanced reading engagement, ease of navigation, and peace-of-mind while also providing superior electronic functionality. The positive feedback suggests that the multi-slate configuration is a desirable method for supporting active reading activities

Incorporating Electronic Books into a Graduate Reading Methods Class: Improving the Comprehension of Students in Grades K-12

The purpose of this paper was to explore how various features of electronic books captured students’ attention and built their confidence and knowledge base, and to what extent, if any, reading electronic books supported critical thinking skills and understanding of the text of students in grades K-12; the experienced teachers were enrolled in a summer reading/writing literacy program, offered by a mid-western university. The graduate reading methods course consisted of a tutoring session utilizing electronic books to improve the comprehension of students in grades K-12. The experienced teachers implemented electronic books to provide a context that helped their students to build conceptual and experiential background as they construct meaning and develop important literacy skills. The electronic books helped K-12 students expand their knowledge of fluency and retelling as they followed along reading for meaning and pleasure. The interactive capabilities of electronic books made the screen more attractive to K-12 students and thus supported their understanding of the text. They demonstrated what they understood from the text in book discussions; therefore, the electronic books were useful to them. The electronic books, multimedia applications, and audio recordings were part of the instruction and played a prominent a role in increasing levels of comprehension. The experienced teachers, who were exposed to electronic books, responded positively to implementing them into the curriculum. This paper may serve as a model for both professors in teacher education and reading teachers to integrate technology in a meaningful context in their instruction

Book review: Innovation, Management and Trends of the Book Market, by Paulo Faustino

The introduction of electronic books and digital libraries, the diffusion of technologies such as electronic paper and ink and the popularity of reading devices such as Amazon's Kindle have changed our reading habits and the book market itself. The publishing world is starting to situate itself within the revolutionary conditions of doing business. The magnitude and impact of this situation is comparable to the invention of the press, and the professionals weren’t ready for this revolution. Innovation, Management and Trends of the Book Market tries to answer a number of questions the new reality poses to the industry: Where's the book market heading? What is the most significant threat? Do new technologies represent a danger to the culture of reading or an opportunity (or both)? What competencies do we need to continue writing, publishing, and especially reading

Literature and Digital Technologies: W. B. Yeats, Virginia Woolf, Mary Shelley, and William Gass

Four international writers are examined by seven scholars who consider the effects of digital technologies on the idea of what a book is and on what constitutes literature. When writing and reading change as experiences, the tools used to research and teach literature also change. How does the digital imperative compel adjustments in academic programs? How might electronic technologies redefine an English department or an academic press? These topics, and others, are investigated in this timely book.https://tigerprints.clemson.edu/cudp_mono/1019/thumbnail.jp

A Comparison of Adolescents\u27 Digital and Print Reading Experiences: Does Mode Matter?

The purpose of this mixed-methods research study was to investigate the comprehension and motivation of 36, sixth-grade students reading moderately challenging text under two conditions: Nook or book. Using a Sequential Explanatory Design model, quantitative data were collected prior to qualitative data collection (Creswell & Plano Clark, 2011). A Matched Pairs Design model (Hinkle, Wiersma, & Jurs, 2003) was employed for the quantitative portion of the study with 18 participants randomly assigned to the Nook group and 18 participants randomly assigned to the book group. Nook group participants were instructed to use the following electronic features during reading: highlighting, note taking, and dictionary usage. The book group participants received instruction for using actual highlighters, sticky notes, and dictionaries during reading. Participants read and responded to Sounder (Armstrong, 1969) in either a traditional or digital (Nook) format. Quantitative data included scores on a reading motivation survey and summative comprehension test. Qualitative data included students’ journal entries, researcher’s field notes, and participants’ verbal responses to interview questions. Results indicate the Nook group achieved higher overall comprehension scores with statistically significant higher inferential comprehension scores than the book group. Nook group participants also read approximately 3 minutes longer per day, chose a free-write response option (as opposed to responding to researcher-constructed writing prompts), and cited text more frequently in journal responses than book group participants. Findings suggest that engaging students in reading digital text and teaching them to use the technology’s facilitative features has the potential to improve student’s reading comprehension of moderately challenging text

Textual Space and Metafiction in Mark Z Danielewski's House of Leaves

The thesis presents an argument that through employing metafictional techniques, experimentation with textual and graphic space and allusions to hypertextual devices, Mark Z. Danielewski's House of Leaves seeks to remind the reader of the presence of the book in print fiction. Danielewski dispenses with traditional textual formats in order to provoke the reader to realise the presence of the physical book in their hands. This is mirrored in the narrative as two of the main characters both obtain a copy of the very same book that the reader is holding. The author employs metafictional characteristics such as characters that acknowledge their fictional status whilst writing a book within a book. The first chapter of the thesis examines the potential of metatexts and criticism in the twenty-first century and a questioning of its continued relevance. Danielewski challenges textual space that potentially distances the reader from the narrative. There is an overwhelming amount of blank space in the text where there could have been narrative. The reader is told on several occasions that parts of the narrative are missing. Chapter Two is concerned with references to the book and the unconventional page aesthetics that encourage the reader to initially look at the page before actually 'looking through the page'. The final chapter compares House of Leaves with the hypertext fictions that it so often mirrors. The two forms of literature, whilst initially seeming quite different are actually very similar in narrative and form. House of Leaves appears to draw on some of the conventions associated with hypertext fiction in order to provide the reader a more active role in the reading of the text, whilst allowing them to understand the conventions of the writing. The experimentation with conventional textual space, metatextual techniques and references to electronic literature in House of Leaves challenge the nature of the physical book and its presence in contemporary prose fiction

Kegiatan Literasi Awal Orang Tua pada Anak Usia Dini

This research was conducted to determine the initial literacy activities carried out by parents, family members, and caregivers at home. The research method used for this study is a systematic review that is implemented by capturing articles concerned in the research topic published between 2009–2019 through two electronic search engines, Science Direct and Sage Journals. Furthermore, article extractions were carried out to filter out articles that were relevant to the research question (n = 9) with five articles with mother-child participants, 1 article with caregiver-child participants, and three articles with mother or father-child participants. Data analysis in this study is done by narrative synthesis analysis. The results of this study show several activities, i.e., shared reading or book reading, grocery games, writing letters, spelling, drawing pictures, and writing spontaneously. The most popular activity is the shared reading or reading book, which has more impact on the type of book and parent involvement. Limitations and recommendations for future research are discussed in this paper

OT 520 Old Testament Introduction

READING in the literature of OT studies from many perspectives, from “mainstream” (i.e. non- conservative) OT criticism as well as evangelical scholars. Some readings are difficult and not always obviously relevant to, say, sermon preparation or youth ministry. LaSor, W. S., D. A. Hubbard, F. W. Bush, Old Testament Survey: Second Edition. Grand Rapids: Eerdmans, 1996. A Book-By-Book overview of the content and interpretation issues of the OT books followed by a section on general issues. Since this course is not organized in a book-by- book fashion, we will be reading this text out of order so pay close attention to the Course Schedule. W. W. Klein, C. L. Blomberg, R. L. Hubbard, Introduction to Biblical Interpreatation. Waco: Word, 1993. Introduces essential issues involved in biblical interpretation and the methods employed with specific types of material. Our assignments skip sections dealing explicitly with the New Testament. Pritchard, James, Ed. HarperCollins Concise Atlas of the Bible. Harper, 1991. Much more than maps, a good atlas (like this one) is a concise guide to the geography, history, culture, and lifestyle of the people it treats. Try to go beyond reading with this book, and spend time enjoying the maps and sheer glory of factual data presented in a fairly small space. Schniedewind, W. How the Bible Became a Book. A genuinely intriguing and brief survey of writing and literacy in ancient Israel and how our views of the written nature of the Bible can be informed by the data. Several articles are in electronic form and will be in the Course Conference icon. Full citations and filenames are given in the schedule. All are Adobe Acrobat PDF files. To read these, you use the free Adobe Acrobat Reader.https://place.asburyseminary.edu/syllabi/3015/thumbnail.jp