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Thus far, approaches to analyzing geographies in large collections of digital texts have used coordinate-based locations derived from toponyms (place names). Although this approach provides a useful starting point, it ignores both nontoponym references to place and textual structure while stressing Euclidean space. This article addresses these issues. Focusing on a corpus of writing about the English Lake District before 1900, it explores the different geographies associated with tourists, travelers, and inhabitants. Alongside toponyms, we identify the concept of a geo-noun to associate place with geographical features. Sense of place is then identified using the adjectives, nouns, and verbs that writers associate with locations and locales. This methodology allows us to identify and define places described in large volumes of digital text both holistically and textually. [ABSTRACT FROM AUTHOR]

The article presents the evolution of the Digital Library of the Department of Classical Philology and Italian Studies of the University of Bologna (DL FICLIT) as a case study of the transition from a digital repository to a tool for research, teaching, and dissemination in the digital ecosystem. Designed to publish the department’s digital collections, initial requirements have progressively been expanded and the ability to integrate content with critical contributions emerged. Additionally, there has been a growing request to offer targeted reading perspectives for different user profiles. This prompted a reconsideration of the DL’s role beyond implementation, management, and maintenance methodologies, identifying its renewed role in the department’s activities in the coming years. This resulted in changes to the DL’s editorial process, new requirements for the software platform, and a multi-year development program. A program involving several players: lecturers and researchers, technicians and librarians, students, and the public. By reframing the path taken so far, and displaying the program for the future, the article aims to contribute to the debate on the role that the DLs of Italian university departments will be able to assume in the emerging Cultural Heritage ecosystem that the Ministry of Culture foresees with the National Digitisation Plan.

Copyright of Bibliothecae.it is the property of University of Bologna and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This survey-design study examined how 228 middle school preservice teachers perceived the implementation of digital and digital multimodal texts during course-required, mentored, tutoring sessions delivered in face-to-face and online settings prior to, during and toward the end of the COVID-19 pandemic. Tutors were able to recognize that texts could be used to elicit affective responses from their students, and had the potential to differentiate their lessons in accordance with learners' needs, but the technology challenges they faced seemed insurmountable to some. Given their lack of teaching experience, tutors struggled to determine the appropriateness of the resources and they held distinct perceptions of the accomplishments and challenges related to their tutoring sessions. Mentor responsiveness exhibited by honouring tutors' adaptive expertise can be seen as an important aspect of fostering tutors' confidence. Focusing on the role of the mentor in preservice teachers' tutoring field placements is a suggested area for future research. [ABSTRACT FROM AUTHOR]

While reading digital texts requires many of the same foundational literacy skills as reading printed texts, it also requires skills that go beyond print‐based reading. In this article, we argue that the skills children need to read, understand, and communicate about digital texts is a Core Disciplinary Practice that should be addressed in the elementary grades. To do so, we explain the idea of reading digital texts as a disciplinary literacy practice, explore the features of digital texts that make them qualitatively different from printed texts, and offer approaches for explicitly teaching children how to read and interact with digital texts in ways that support their comprehension and prepare them for future disciplinary learning. In the final section, we provide teachers with three examples of digital texts they might integrate into a K‐2 science unit and offer strategies for teaching children to navigate the unique features of these texts. [ABSTRACT FROM AUTHOR]

Although isolating, lockdown also created unexpected opportunities for connection and inspiration. This article describes the lockdown literacies of a sibling pair, Marco and Mara, as they wrote digital texts/books for Literacy-Cast, a virtual, interactive literacy space offered by Appalachian State University from March 2020-present. Since lockdown began, this virtual space has been enacted 4-5 days weekly with 70-250 participants logging in from "home" to co-construct a multigenerational, multilingual, geographically-dispersed community engaged in reading, writing/composing, making, speaking, and listening. Literacy-Cast was imagined, built, and enacted collaboratively among faculty, laboratory school teachers, graduate-level teacher candidates, and children (and families) in grades K-5. We hear a lot about the limitations of virtual classrooms/learning (e.g., COVID "learning loss," lack of engagement, unequal access), particularly in relation to historically marginalized communities, but rarely are we offered counter-narratives: examples where young children who live and go to school in these communities shaped the creation of new virtual spaces/places by making visible meaningful "at home" literacy/language practices, cultural artifacts, and people. Through invitations embedded in the multimodal texts/books shared on Literacy-Cast's digital bookshelf, children brought the community into their homes–bedrooms, kitchens, backyards, back porches, and backseats, reframing "home visits'' as sites/events for new kinds of community knowledge production. Research about home visits, educators visiting students' homes to learn about children's lives, has documented the impact of home environment awareness on school interactions, improved relationships between caregivers and teachers, typically focused on intervention supporting school-based achievement and school practices, often with unidirectional flow from school-to-home; however we conceptualize Literacy-Cast's daily activity as multidirectional "home visits," where invitations to come over and play, read, and write together brokered relationships and strengthened a gamut of literacy practices for all participants. Through collaborative ethnography, we explore ways "home" (e.g., objects/people/practices/languages/events) became tools/co-authors for children's digital composing/making and, ultimately, home/community-making. [ABSTRACT FROM AUTHOR]

This paper explores thumb-typing as a cultural technique stemming from the mutual development of typing interfaces and practices. Focusing on the work of the typing fingers, it examines how the assignment of thumbs to be the primary writing digits is an innovation that correlates—and in some respects causes—textual and social changes that are central to digital culture. It argues that thumb-typing embodies recursive relations between behavioral patterns, technological infrastructure, and textual creation. The analysis shows how the invention of the typewriter keyboard introduced the fingers to typing, and how developments of digital media refined the finger-work in interacting with the device, resulting in thumb-typing. The new functionality of the thumb as an executing rather than supporting finger, promotes a novel equivalency and interchangeability in finger employment to typing. This, I propose, problematizes traditional concepts of textuality, its performance, and authorship. [ABSTRACT FROM AUTHOR]

The Finnish Tax Administration's OmaVero (OV) e-service is an example of an organisational software development and text production process in which translation plays a significant role. In this article, the concept of materiality is utilised to analyse how aspects of the wider process affect the form and content of OV translations. A distinction is made between the translations' production and distribution process, the effects of the former being manifested mainly through the use of digital translation tools and those of the latter through the conventions of OV software development. A material analysis reveals a conflict in how these two processes treat language as a textual element: the production process downplays and obscures the connection between language content and its textual environment, while the distribution process attaches great importance to this relationship. This demonstrates how a material perspective can introduce useful nuance into analyses of textual communication processes in translation studies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Economic Administrative & Legal Sciences is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nordic Journal of Literacy Research is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research was carried out with students of the Humanities and Spanish Language Bachelor at the University of Pamplona, who were doing their pedagogical internships at school level. The project pursued the following objectives: critically and pedagogically reflect on the training role that students in the Spanish Language area must assume in the new educational scenarios because of the pandemic situation caused by COVID-19, contrasting the national educational guidelines and policies regarding the pandemic and its real effect in the classroom, and finally propose a curricular perspective for language teaching based on "digital texts" as a learning alternative. The methodology was based on the qualitative method with an evaluative design; the techniques and instruments were participant observation, the field diary, the questionnaire, the diagnostic test, interviews, and the final test, according to the modality that each teacher in training guided. The results show the gap between face-to-face environments and virtual environments, which allowed proposing new didact alternatives such as textual formats and natures and their usefulness in the new educational scenarios. [ABSTRACT FROM AUTHOR]

In the last three decades, the development of digital technology, and not least the Internet, has affected how we communicate, make meaning, and learn, both on an individual and on societal levels. Changes in communication patterns also coincide with increased globalization, changes in production and economic conditions. What drives what is difficult to ascertain, but all factors impact the educational system and contribute to the changing conditions for teaching and learning. Teaching nowadays involves the use and incorporation of digital technologies where learning increasingly becomes a matter of student-active participation, collaboration and sharing. Moreover, students need to be able to interpret information from a diversity of sources and media, formulate questions for this content and solve problems (Binkley et al., 2012; EU, 2017; Godhe et al., 2020). This special issue aims to showcase digital approaches to communication with the help of case studies that illuminate how text, information and multimodality in the digital age shape and influence education.

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Umm Al-Qura University Journal of Educational & Psychological Sciences is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article combines critical theory from children’s literature studies with research methods from games studies to explore the connection between silence and childhood in two digital texts. Little Nightmares (2017) and INSIDE (2016) are wordless video games that feature nameless, faceless children as their avatars. Weak and weaponless, the children must avoid detection and stay silent if they are to survive. By slinking and skulking, crouching and cowering, the children navigate their way through vast, brutal adult environments in order to reach safety – or so the player thinks. Both games, in fact, end in shocking, unexpected ways, prompting the disturbing realisation that silent children have secrets of their own. The games use scale, perspective, and sound to encourage close identification between the player and avatar, and position the silent, blank-faced child as a cipher onto which the player can project their own feelings of fear, dread, and vulnerability. The child-character’s quiet compliance with the player’s commands also situates the player as an anxious parent, orbiting, assisting, and protecting a dependent child as it moves through a dangerous world. For both subject positions, the child-character’s silence closes the distance between the player and avatar. However, when it is revealed that the child-characters have hidden, unknowable, and potentially sinister motivations, the meaning of their silence is wholly transformed. Using aetonormative theory (Nikolajeva; Beauvais; Gubar) in conjunction with studies of ideologies surrounding childhood (Jenks; Kincaid; Meyer; Balanzategui; Stockton; Lury), this article examines the extent to which these digital texts affirm or subvert cultural constructions of “the Child.” It employs a close reading approach proposed by games scholar Diane Carr to argue that the player-avatar relationships in these games shed new light on some of the fundamental contradictions that characterise adult normativity and child alterity, and concludes by suggesting some ways in which video games might productively expand and disrupt conceptions of aetonormative power relations.

ICT and the Internet have revolutionized education, in terms of opportunities for distance learning, independent study and resource sharing in particular. However, these new opportunities are not equally utilized across university curricula, with much slower progress in the Humanities than in STEM disciplines. The paper looks at how teaching the History of the English language, a mandatory course for university students majoring in English, can be enhanced through the use of web resources. The use of high quality study resources can help solve a threefold task: shifting the emphasis from the lecturer to the student; raising students’ motivation and engagement in the course through independent work and research; and increasing the content quality of the course. The authors developed a map of the Internet resources that can be used in the course in the History of the English language. The map has four segments: digital texts; online dictionaries and translation tools; videos, podcasts, textual materials, databases, timelines, etc.; and online activities. Each of the segments offers a list of the Internet resources which can be recommended for the course. The authors see the major benefits of using these resources in facilitating students’ preparation for lectures, practical classes, tests and examinations, changing their overall attitude to the History of English, which is traditionally stigmatized by students as insurmountably hard to master, helping students to see that the course can be engaging and even fun, motivating them to explore the history of the language they study on their own. The critical assessment of the web resources available for the course has revealed that the Internet can offer little for the online activities segment of the developed map, which defines the necessity for academics to invest their effort in developing and sharing exercises, practical assignments, tests and other activities to assist students in mastering the course and provide tools for knowledge assessment.

This article combines critical theory from children's literature studies with research methods from games studies to explore the connection between silence and childhood in two digital texts. Little Nightmares (2017) and INSIDE (2016) are wordless video games that feature nameless, faceless children as their avatars. Weak and weaponless, the children must avoid detection and stay silent if they are to survive. By slinking and skulking, crouching and cowering, the children navigate their way through brutal environments in order to reach safety - or so the player thinks. Both games end in shocking, unexpected ways, prompting the realisation that silent children have secrets of their own. The games use scale, perspective, and sound to encourage close identification between player and avatar, and position the silent, blank-faced child as a cipher onto which the player can project their own feelings of fear and vulnerability. The child-character's quiet compliance with the player's commands also situates the player as an anxious parent, protecting a dependent child as it moves through a dangerous world. For both subject positions, the child-character's silence closes the distance between player and avatar. However, when it is revealed that the child-characters have hidden, unknowable, and potentially sinister motivations, the meaning of their silence is wholly transformed. Using aetonormative theory (Nikolajeva; Beauvais; Gubar) in conjunction with studies of ideologies surrounding childhood (Jenks; Kincaid; Meyer; Balanzategui; Stockton; Lury), this article examines the extent to which these digital texts affirm or subvert cultural constructions of "the Child." It employs a close reading approach proposed by games scholar Diane Carr to argue that the player-avatar relationships in these games shed new light on some of the fundamental contradictions that characterise adult normativity and child alterity, and concludes by suggesting ways in which video games might productively expand and disrupt conceptions of aetonormative power relations. [ABSTRACT FROM AUTHOR]

This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based (‘traditional’) texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students’ level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance.

This article synthesizes diverse theoretical perspectives toward developing a pedagogy that addresses the visuality of digital texts. To frame those perspectives and their implications, I use a well-known analogy that Beatrice Warde introduced to typographers in the 1930s: drinking wine from a golden cup or a crystal goblet. I briefly review the theory and research related to visual aspects of texts, generating pedagogical perspectives from several prominent theories and perspectives. I then discuss, illustrated with a few examples, how these pedagogical perspectives might be instantiated in curriculum and instruction and the issues and challenges of doing so. I argue that researchers have done little to directly address those challenges and issues in ways that inform practitioners. [ABSTRACT FROM AUTHOR]

The role of readership and experience is declining. Collective identity is reflected by electronic texts. They show different identities: civilizational, cultural, religious, national, family, gender, professional, artistic. Cultural texts, however, are removed from their native contexts and recycled. Fast browsing of digital resources limits emotional experience. Social media limit the interactions of users to only six conversational archetypes. People are unable to function creatively in the poorly understood interactions. The collective identity on the Internet is molded by digital texts.

This paper considers the implications of digital text production models for the development of reading materials for emergent and early readers in the Ethiopian context. We draw from several theoretical frameworks and also from comments of Ethiopian academics, writers, and publishers to ground descriptions of Ethiopian contexts of language and literacy. We then present three different models for the production and curation of digital stories for children and contemplate how these models align with existing literacy traditions and practices. We also raise questions about the potential effects on the development of literary culture and children's literature in Ethiopia of projects aimed at rapidly producing large corpora of literature for children. Ultimately, we pose complicated cultural and linguistic questions that need to be taken into consideration to provide appropriate and original early literacy materials in Ethiopia. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian English Language Teaching Journal is the property of Brazilian English Language Teaching Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this article is to put forward a discursive analysis of several verbs, terms and verbal phrases that are used in French in order to name ways in which God's action and human action are manifested in the believer's life. We will work on a corpus comprised of orthodox theological, spiritual and informative texts, written or translated in French which are employed in the practice of the Christian orthodox faith, in the parishes and monasteries established in France during the last decades. We will also highlight the significant frequency of verbal phrases analyzed in the digital texts posted on the francophone orthodox Christian sites and blogs. [ABSTRACT FROM AUTHOR]

Participation in interactive reading activities can help children with language delays and disorders build important early language and literacy skills. Digital texts (i.e., books presented on tablets and computers) provide new opportunities for learning and supporting communication. Recently, researchers have investigated the use of digital texts that include visual scene displays (VSDs). In this approach, pictures on a tablet are programmed with "hotspots"; when the picture is touched, a word is spoken aloud. In addition, transition to literacy (T2L) features, including dynamic presentation of the text when a hotspot is activated, can be implemented with VSDs. This article provides a review of interactive reading interventions with children with language delays and disorders, and a discussion of the impact of using digital texts. We also describe the results of a pilot study intervention using digital texts including VSDs and T2L features with children with language delays in an inclusive preschool setting. [ABSTRACT FROM AUTHOR]

As we progress in the 21st century, children learn to become proficient readers and writers of both digital and non-digital texts. Knowledge, skills, and understandings of literacy emerge through sociocultural interactions with non-digital tools (e.g., paper-printed books) and digital tools (e.g., touch screen tablets). However, debate is ongoing over the role that digital experiences play in emergent literacy development. Researchers have voiced the need to conceptualise a common framework for literacy development that considers the emergence of digital literacy skills alongside conventional literacy skills and how these skills might interact during development. This is particularly important in light of the increasing use of digital texts used by young children, such as E-books and digital games. Therefore, this paper proposes a framework that might guide research and practice by examining the relationships between emergent literacy skills, emergent digital literacy skills, and proficiency in reading and writing. [ABSTRACT FROM AUTHOR]

This article describes a collaborative partnership of two librarians and an English professor who created a unit for a senior capstone seminar on “The Digital Turn in English Studies.” After reading Charlotte Perkins Gilman's “The Yellow Wallpaper” in both print and digitized versions, students completed a survey on reading preferences and provided feedback on an experimental eTextReader allowing for annotation. Students also did blog postings providing a fuller picture of attitudes toward digital texts. We situate quantitative and qualitative findings in three contexts: the field of digital humanities, reading in the digital age, and tool development. [ABSTRACT FROM PUBLISHER]

In this paper we aim to study the role of the texts posted on the Internet in the popularization of French religious terms typical of the Christian orthodox denomination. We aim to conduct this study through an analytical and reflexive approach based on the lexicological analysis of a corpus comprising texts that have been posted on the most important Christian orthodox francophone sites and blogs which contain specialized theological or spiritual terms. [ABSTRACT FROM AUTHOR]

This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based ('traditional') texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students' level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance. [ABSTRACT FROM AUTHOR]