Matching Items (7)
Description
This qualitative case study of 12, eighteen to twenty-four-year-olds from seven countries provided insight into the learning practices on an art-centered, social media platform. The study addressed two guiding questions; (a) what art related skills, knowledge, and dispositions do community members acquire using a social media platform? (b), What new literacy practices, e.g., the use of new technologies and an ethos of participation, collective intelligence, collaboration, dispersion of abundant resources, and sharing (Knobel & Lankshear, 2007), do members use in acquiring of art-related skills, concepts, knowledge, and dispositions? Data included interviews, online documents, artwork, screen capture of online content, threaded online discussions, and a questionnaire. Drawing on theory and research from both new literacies and art education, the study identified five practices related to learning in the visual arts: (a) practicing as professional artists; (b) engaging in discovery based search strategies for viewing and collecting member produced content; (c) learning by observational strategies; (d) giving constructive criticism and feedback; (e) making learning resources. The study presents suggestions for teachers interested in empowering instruction with new social media technologies.
ContributorsJones, Brian (Author) / Stokrocki, Mary (Thesis advisor) / Young, Bernard (Committee member) / Guzzetti, Barbara (Committee member) / Arizona State University (Publisher)
Created2012
Description
In this study, I investigate the digital literacy practices of adult immigrants, and their relationship with transnational processes and practices. Specifically, I focus on their conditions of access to information and communication technologies (ICTs) in their life trajectories, their conditions of learning in a community center, and their appropriation of digital literacy practices for transnational purposes. By studying the culturally situated nature of digital literacies of adult learners with transnational affiliations, I build on recent empirical work in the fields of New Literacy Studies, sociocultural approaches to learning, and transnational studies. In this qualitative study, I utilized ethnographic techniques for data collection, including participant observation, interviewing, and collection of material and electronic artifacts. I drew from case study approaches to analyze and present the experiences of five adult first-generation immigrant participants. I also negotiated multiple positionalities during the two phases of the study: as a participant observer and instructor's aide during the Basic Computer Skills course participants attended, and as a researcher-practitioner in the Web Design course that followed. From these multiple vantage points, my analysis demonstrates that participants' access to ICTs is shaped by structural factors, family dynamics, and individuals' constructions of the value of digital literacies. These factors influence participants' conditions of access to material resources, such as computer equipment, and access to mentoring opportunities with members of their social networks. In addition, my analysis of the instructional practices in the classroom shows that instructors used multiple modalities, multiple languages and specialized discourses to scaffold participants' understandings of digital spaces and interfaces. Lastly, in my analysis of participants' repertoires of digital literacy practices, I found that their engagement in technology use for purposes of communication, learning, political participation and online publishing supported their maintenance of transnational affiliations. Conversely, participants' transnational ties and resources supported their appropriation of digital literacies in everyday practice. This study concludes with a discussion on the relationship among learning, digital literacies and transnationalism, and the contributions of critical and ethnographic perspectives to the study of programs that can bridge digital inequality for minority groups.
ContributorsNoguerón, Silvia Cecilia (Author) / Warriner, Doris S (Thesis advisor) / Faltis, Christian J (Committee member) / Mccarty, Teresa (Committee member) / Wiley, Terrence (Committee member) / Arizona State University (Publisher)
Created2011
Description
On Mars, sedimentary deposits reveal a complex history of water- and wind-related geologic processes. Central mounds – kilometer-scale stacks of sediment located within craters – occur across Mars, but the specific processes responsible for mound formation and subsequent modification are still uncertain. A survey of central mounds within large craters was conducted. Mound locations, mound offsets within their host craters, and relative mound heights were used to address various mound formation hypotheses. The results suggest that mound sediments once filled their host craters and were later eroded into the features observed today. Mounds offsets from the center of their host crater imply that wind caused the erosion of central mounds. An in depth study of a single central mound (Mt. Sharp within Gale crater) was also conducted. Thermal Emission Imaging System Visible Imaging Subsystem (THEMIS-VIS) mosaics in grayscale and false color were used to characterize the morphology and color variations in and around Gale crater. One result of this study is that dunes within Gale crater vary in false color composites from blue to purple, and that these color differences may be due to changes in dust cover, grain size, and/or composition. To further investigate dune fields on Mars, albedo variations at eight dune fields were studied based on the hypothesis that a dune’s ripple migration rate is correlated to its albedo. This study concluded that a dune’s minimum albedo does not have a simple correlation with its ripple migration rate. Instead, dust devils remove dust on slow-moving and immobile dunes, whereas saltating sand caused by strong winds removes dust on faster-moving dunes.
On the Moon, explosive volcanic deposits within Oppenheimer crater that were emplaced ballistically were investigated. Lunar Reconnaissance Orbiter (LRO) Diviner Radiometer mid-infrared data, LRO Camera images, and Chandrayaan-1 orbiter Moon Mineralogy Mapper near-infrared spectra were used to test the hypothesis that the pyroclastic deposits in Oppenheimer crater were emplaced via Vulcanian activity by constraining their composition and mineralogy. The mineralogy and iron-content of the pyroclastic deposits vary significantly (including examples of potentially very high iron compositions), which indicates variability in eruption style. These results suggest that localized lunar pyroclastic deposits may have a more complex origin and mode of emplacement than previously thought.
On the Moon, explosive volcanic deposits within Oppenheimer crater that were emplaced ballistically were investigated. Lunar Reconnaissance Orbiter (LRO) Diviner Radiometer mid-infrared data, LRO Camera images, and Chandrayaan-1 orbiter Moon Mineralogy Mapper near-infrared spectra were used to test the hypothesis that the pyroclastic deposits in Oppenheimer crater were emplaced via Vulcanian activity by constraining their composition and mineralogy. The mineralogy and iron-content of the pyroclastic deposits vary significantly (including examples of potentially very high iron compositions), which indicates variability in eruption style. These results suggest that localized lunar pyroclastic deposits may have a more complex origin and mode of emplacement than previously thought.
ContributorsBennett, Kristen Alicia (Author) / Bell, James F. (Thesis advisor) / Christensen, Phillip (Committee member) / Clarke, Amanda (Committee member) / Robinson, Mark (Committee member) / Whipple, Kelin (Committee member) / Arizona State University (Publisher)
Created2016
ContributorsKoloch, Bradley (Performer) / Robinson, Mark (Performer) / Shaffer, Richard (Performer) / Woodrow, Marie (Performer) / Samuel, Christopher (Performer) / Listerud, L. Brian (Performer) / Graduate Chorale (Performer) / Recital Chorale (Performer) / ASU Library. Music Library (Publisher)
Created1989-11-16
ContributorsWeber, Steven T (Performer) / Robinson, Mark (Performer) / Copeland, Jill (Performer) / Darrough, Galen P. (Performer) / Nemko, Deborah (Performer) / Arizona Statesmen (Performer) / Women's Choir (Performer) / ASU Library. Music Library (Publisher)
Created1990-04-26
ContributorsRobinson, Mark (Conductor) / Shryock, Darin W. (Conductor) / Shaffer, Richard (Conductor) / Topping, David (Conductor) / Engelson, Robert (Performer) / Kelly, Kathleen (Performer) / Graduate Chorale (Performer) / Recital Chorale (Performer) / ASU Library. Music Library (Publisher)
Created1989-02-23
ContributorsMeredith, Steve (Performer) / Fuller, Charles L. (Performer) / Ethridge, Brandon (Performer) / Hloucal, Amy (Performer) / Robinson, Mark (Performer) / Women's Choir (Performer) / Arizona Statesmen (Performer) / ASU Library. Music Library (Publisher)
Created1989-03-02