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Books on the topic 'E-learning Literacy'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

LSDA. Exploring E-Learning:E-Learning for arts, literacy,numeracy and esol teachers. London, 2005.

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2

European Commission. Directorate-General for Education and Culture, ed. e-Learning: Better eLearning for Europe. Office for Official Publications of the European Communities, 2003.

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3

Tina, Richardson, ed. Using e-Books and e-Readers for Adult Learning: With a Focus on Adult Literacy. NIACE, 2013.

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4

1964-, Bromage Adrian, ed. Interprofessional e-learning and collaborative work: Practices and technologies. Information Science Reference, 2010.

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5

Unsworth, Len. E-Literature for Children: Enhancing Digital Literacy Learning. Taylor & Francis Group, 2005.

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6

E-literature for children: Enhancing digital literacy learning. Routledge, 2005.

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7

Unsworth, Len. E-Literature for Children: Enhancing Digital Literacy Learning. Taylor & Francis Group, 2005.

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8

Unsworth, Len. E-Literature for Children: Enhancing Digital Literacy Learning. Taylor & Francis Group, 2005.

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9

Unsworth, Len. E-Literature for Children: Enhancing Digital Literacy Learning. Taylor & Francis Group, 2005.

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10

Bowles, M. S. Relearning to E-Learn: Strategies for Electronic Learning and Knowledge. Melbourne University Publishing, 2004.

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11

Literacy Labels: Book E : For Things We Wear (An Essential Learning Product). Essential Learning Products Co, 1994.

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12

Medien & Bildung: Institutionelle Kontexte und kultureller Wandel. VS-Verl., 2011.

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13

Marenzi, Ivana. Multiliteracies and E-Learning2. 0. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2014.

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14

Marenzi, Ivana. Multiliteracies and E-Learning2. 0. Lang Publishing, Incorporated, Peter, 2014.

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15

Marenzi, Ivana. Multiliteracies and E-Learning2. 0. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2014.

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16

Marenzi, Ivana. Multiliteracies and E-Learning2. 0. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2014.

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17

Marenzi, Ivana. Multiliteracies and E-Learning2. 0. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2014.

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18

Smith, Felicia A. Cybrarian Extraordinaire. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798400636585.

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Enhance your library instruction class by using this hands-on guide and learn numerous unique active learning exercises. The effectiveness of active-learning approaches to instruction is well documented. What is needed now are proven, practical applications. Written for every librarian or teacher looking for such new and creative teaching techniques, Cybrarian Extraordinaire: Compelling Information Literacy Instruction fills the gap. Based on the author's own experiences, the book shares specific active-learning exercises created to make library instruction more engaging for a wide variety of

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19

Lewis, Tyson E. The Aesthetics of Education. Continuum International Publishing Group, 2012. http://dx.doi.org/10.5040/9781472581358.

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This innovative book examines the aesthetic event of education. Extending beyond the pedagogy of art or art appreciation, Tyson E. Lewis takes a much broader view of aesthetics and argues that teaching and learning are themselves aesthetic performances. As Jacques Ranciere has recently argued, there is an inherent connection between aesthetics and politics, both of which disrupt conventional distributions of who can speak and think. Here, Lewis extends Ranciere’s general thesis to examine how there is not only an aesthetics of politics but also an aesthetics of education. In particular, Lewis’

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20

A prática pedagógica no processo de alfabetização e letramento no ensino regular e multisseriado. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp03.2021.22.

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This study addresses the issue of literacy and literacy in the early years of elementary school, considering the classes with regular and multi-grade education, starting from an analysis of pedagogical practices developed in the classroom, with relevant aspects such as: initial education and continuing of teachers, relating to the practices carried out in the school environment and at work with literacy and literacy. The objective was to analyze which factors influence the development of pedagogical practices from the perspective of literacy and literacy in the early years of elementary school

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21

Decker, Emy Nelson, and Seth M. Porter. Engaging Design. ABC-CLIO, LLC, 2018. http://dx.doi.org/10.5040/9798400646171.

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This book demonstrates how aesthetics, design elements, and visual literacy can be implemented in the library to enhance spaces, programs, services, instruction, and outreach so that your library will appeal to all users. Libraries have come to accept that they must rethink how they appeal to users, and harnessing the power of design can be a powerful means for addressing the changing needs of the community. Decker and Porter introduce “engaging design”—an umbrella term that incorporates multiple design frameworks with a focus on a three-prong approach: aesthetics, design thinking, and service

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22

Freitas, Thais Campos de Oliveira, and Carlos Alberto Moreira dos Santos. Clube de Ciências na Escola: Um guia para professores, gestores e pesquisadores. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-224-7.

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This book is based on a research that was carried out over two years in the Graduate Program of Educational Sciences Projects of the “Escola de Engenharia de Lorena” of the University of São Paulo; the product of the master thesis entitled “Implementation of a Science Club in the Public Network for Education of São José dos Campos: Stages, Actors and the Scientific literacy”. Nowadays, the role of Science is being devalued, poorly understood and even questioned by several political figures and societal members, many people fail to differentiate facts from fake news. In 2018, the PISA (Programm

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23

Oliveira, Eduardo Gasperoni de, Fernanda Pereira da Silva, Monica Roberta Devai Dias, et al. Cultura digital no contexto educacional: Um olhar entre tendências e desafios para o século XXI. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-399-2.

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Digital Culture is conceived as all kinds of knowledge, habits, values and skills acquired by human beings that are built and shared in the digital environment. In this sense, the collection Digital Culture in the Educational Context: a view between trends and challenges for the 21st century brings relevant theoretical and empirical notes around what the National Common Curricular Base – BNCC – whose competence is to stimulate the critical use of technological resources, inserting both educators and students in pedagogical practices in order to learn and dominate the digital universe. The firs

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24

English classical scholarship: Historical reflections on Bentley, Porson, and Housman. J. Clarke, 1986.

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25

English classical scholarship: Historical reflections on Bentley, Porson, and Housman. 2nd ed. J. Clarke, 1985.

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26

Ruprecht, Lucia. Dances of the Self in Heinrich Von Kleist, E. T. A. Hoffmann and Heinrich Heine. Taylor & Francis Group, 2017.

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27

Ruprecht, Lucia. Dances of the Self in Heinrich Von Kleist, E. T. A. Hoffmann and Heinrich Heine. Ashgate Publishing, 2006.

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28

Ruprecht, Lucia. Dances of the Self in Heinrich Von Kleist, E. T. A. Hoffmann and Heinrich Heine. Taylor & Francis Group, 2017.

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29

Hans Christian Andersen and music: The nightingale revealed. Ashgate, 2005.

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30

Celenza, Anna Harwell. Hans Christian Andersen and Music: The Nightingale Revealed. Taylor & Francis Group, 2017.

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31

Religiosity, cosmology and folklore: The African influence in the novels of Toni Morrison. Routledge, 2001.

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