Relevant bibliographies by topics / Literacy workshop

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Literacy workshop'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Literacy workshop"

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Glover, John. "Information Literacy and Instruction: Embedding Information Literacy in an MFA Novel Workshop." Reference & User Services Quarterly 55, no. 4 (2016): 273. http://dx.doi.org/10.5860/rusq.55n4.273.

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The rise of graduate creative writing programs in the United States during the twentieth century has been well documented. Less well documented is their connection with academic libraries, particularly in terms of their students’ acquisition of research skills. When I was asked by a faculty member to provide in-depth support for the MFA novel writing workshop at Virginia Commonwealth University (VCU), there were a few articles treating this topic, a few references in creative writing pedagogy books, and a couple suggestive course titles listed in MFA program curricula. In 2012–13, I served as
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Rifkin, William D. "An Ecological Literacy Workshop." Bulletin of Science, Technology & Society 13, no. 5 (1993): 273–76. http://dx.doi.org/10.1177/027046769301300507.

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Parker, Ruth M., and Lyla M. Hernandez. "Oral Health Literacy: A Workshop." Journal of Health Communication 17, no. 10 (2012): 1232–34. http://dx.doi.org/10.1080/10810730.2012.744674.

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Shen, Lisa. "Information Literacy (IL) Intervention Workshop has Positive, but Limited, Effects on Undergraduate Students’ IL Skills." Evidence Based Library and Information Practice 9, no. 2 (2014): 28. http://dx.doi.org/10.18438/b80w47.

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A Review of:
 Gross, M. & Latham, D. (2013). Addressing below proficient information literacy skills: Evaluating the efficacy of an evidence-based educational intervention. Library & Information Science Research, 35(3), 181-190.
 
 Objective – To evaluate the impact of an educational intervention workshop on students’ information literacy (IL) skills and self-perception of their own IL knowledge.
 
 Design – Quasi-experimental design with control groups and semi-structured interviews. 
 
 Setting – Two community colleges in the United States of Americ
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Hanz, Katherine, and Emily Sarah Kingsland. "Fake or for real? A fake news workshop." Reference Services Review 48, no. 1 (2020): 91–112. http://dx.doi.org/10.1108/rsr-09-2019-0064.

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Purpose The purpose of this paper seeks to provide an in-depth overview of a series of fake news information literacy library workshops, which were offered 19 times over the course of 2 years. It examines the results of a fake news game, which was played with a wide variety of audiences. Design/methodology/approach This case study examines workshops offered by two librarians at [name of institution], a major research institution in [city], [country]. It describes the workshops in detail and demonstrates how others may adopt this model. Findings The authors found that while high school students
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Susko, Alexander Q., and Zachary T. Brym. "An Introduction to R Statistical Computing for Horticultural Science." HortTechnology 26, no. 5 (2016): 588–91. http://dx.doi.org/10.21273/horttech03339-16.

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We present the format for a workshop on introductory computer programming, which was held at the 2015 American Society for Horticultural Science (ASHS) Annual Conference in New Orleans, LA. The main workshop objective was to familiarize attendees with basic computer programming, including data structures, data management, and data analysis. The workshop used the general programming language R, though the concepts and principles presented are transferable across programming languages. Given the increased importance of statistical analysis in the agricultural sciences, the workshop was well atte
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Zanchetta, MS, C. Maheu, C. Fontaine, L. Salvador-Watts, and N. Wong. "Awakening professionals' critical awareness of health literacy issues within a francophone linguistic-minority population in Ontario." Chronic Diseases and Injuries in Canada 34, no. 4 (2014): 236–47. http://dx.doi.org/10.24095/hpcdp.34.4.07.

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Introduction We carried out a qualitative evaluation of immediate learning and attitudinal change among health care and social services professionals who attended a workshop promoting critical reflection about health literacy among linguistic-minority Franco-Ontarians. Methods The study involved 41 francophone health care and social services professionals. The workshop facilitator used evocative objects to elicit reflection on health literacy. Data sources were audio-recordings of group discussions and feedback forms completed by participants. Results The study found that the workshop awakened
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Rahayu, Mundi, and Deny Efita Nur Rakhmawati. "“NARRATIVE OF THE SELF “: THE DISCOURSE OF DAILY LIFE IN THE ESSAYS BY PARTICIPANTS OF LITERACY WORKSHOP." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 15, no. 1 (2020): 55–64. http://dx.doi.org/10.18860/ling.v15i1.9476.

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Literacy workshop is important activity delivered in community to increase people’s competencies not only in reading and writing, but more importantly in building critical perspectives. However, the result of the literacy workshop needs to be examined, not only to find out the success indicator of the workshop, but also to understand the narration presented in young peoples‘ works. It is necessary to get the idea of what the young people’s concern and thought. This paper discusses the writings as the products of literacy workshop held at Trenggalek, East Java, which was attended by young peopl
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Lenters, Kimberly. "Enhancing and Displacing Literacy Practices: Examining Student Publishing in a Fifth Grade Writer’s Workshop." Language and Literacy 14, no. 1 (2012): 125. http://dx.doi.org/10.20360/g2x30w.

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Publication of student work has been considered a mainstay of the writer’s workshop since the early days of the ‘children as authors’ movement (Graves, 1983). However, this philosophy, which stipulates students should share their work with peers, may not be one that always benefits students. This case study utilizes the concept of literacy-in-action (Brandt & Clinton, 2002), to look at the manner in which one local rendition of writer’s workshop both enhanced and displaced student literacy practices. The guiding question asks: How are focal students, Sara, Ally and Nigel, engaging in the p
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Case, Brea, Angela M. Zell, and Joan Ilardo. "USING CHRONIC DISEASE SELF-MANAGEMENT TO ENHANCE PATIENT-PROVIDER PARTNERSHIPS." Innovation in Aging 3, Supplement_1 (2019): S790. http://dx.doi.org/10.1093/geroni/igz038.2908.

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Abstract The Partners in Aging Strategies and Training (PAST) project employed a bilateral approach to educate both healthcare professionals and consumers. Our theory is that improved health outcomes are attained by teaching healthcare providers and consumers how to engage better with each other, especially when consumers use the skills learned in community-based programs, such as self-management and healthy lifestyle choices. PAST activities provided an integrated educational program for healthcare providers and older adult patients, their families and caregivers to learn skills that enhance
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Dissertations / Theses on the topic "Literacy workshop"

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Bohanan, Patricia Jean. "A parent workshop for motivating emergent literacy in English." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2257.

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The goal of this project is to help teachers create a motivation-enhancing literacy environment that increases students' reading ability, improves the understanding of written material, fosters a love of reading, and develops life-long learners.
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Nestor, Mark H. "An information literacy workshop for faculty development at the Cranbury School." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 78 p, 2007. http://proquest.umi.com/pqdweb?did=1251904181&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Moskalik, Christine L. "Impact of a genetics education workshop on faculty participants Investigations of undergraduate genetic literacy /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1195583851.

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Thesis (M.S.)--University of Cincinnati, 2007.<br>Advisor: Carl A. Huether. Title from electronic thesis title page (viewed Feb. 11, 2008). Includes abstract. Keywords: undergraduate genetics education, biology majors, non-science majors, pedagogy, biology courses, student learning. Includes bibliographical references.
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Jennings, LaShay. "The First Fifty Days of Reading and Writing Workshop." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3456.

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Scanlon, Elizabeth. "THE LITERACY EXPERIENCES OF NINTH-GRADERS AND THEIR TEACHER IN AN ENGLISH LANGUAGE ARTS WORKSHOP." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3799.

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The question guiding this qualitative study was: What are the literacy experiences of ninth-grade students in an English language arts workshop classroom? This study is an autoethnography and it chronicles six months in my ninth grade English classroom where I played the role of observant participant. It examines the process of reading and writing and how my perspective as a reader and a writer shapes my curricular decisions and influences my students as readers and writers.<br>Ed.D.<br>Department of Teaching and Learning Principles<br>Education<br>Curriculum and Instruction
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Toney, Jennifer L. Toney. "Third Grade Students Literacy Practices As They Compose Multimodal Texts In A Digital Writing Workshop." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1508600000499313.

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MOSKALIK, CHRISTINE LAUREN. "I. IMPACT OF A GENETICS EDUCATION WORKSHOP ON FACULTY PARTICIPANTS II. INVESTIGATIONS OF UNDERGRADUATE GENETIC LITERACY." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195583851.

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Turpin, Hester Thompson. "Inservice videos in guided reading, writers' workshop and working with words." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1407.

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This project was developed to meet the needs of teachers who have been trained in the components of balanced literacy: reading aloud, shared reading, guided writing, writers' workshop and working with words.
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Neufeld, Jennifer. "The Development and Delivery of a Mental Health Literacy and Counselling Skills Workshop for Educators: A Pilot Study." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37200.

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School settings are increasingly being targeted as ideal entry points for youth mental health initiatives and naturally, educators have been identified as playing a critical role in supporting youth in distress. The current study set out to investigate how to strengthen the ability of educators to support youth experiencing bullying and mental health difficulties. The study was conducted in two phases: an initial phase in which a mental health literacy and communication skills workshop for educators was developed and refined, and a second phase in which the workshop was pilot-tested. The 2-hou
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Bassenge, Leoni. "Making Room for Play : A play-centric workshop proposal for increasing girls' game literacy and access to games." Thesis, Uppsala universitet, Institutionen för speldesign, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-449565.

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This thesis addresses the gender-specific game access inequalities that exist between male and non-male children. To do this, it proposes a conceptual workshop design named SpielRaum, which aims to offer teens of marginalized genders a safe space to access games. By curating games for free play and combining it with guided discussions and self-reflection exercises, the workshop hopes to facilitate game literacy in a play-centric way. This sets it apart from other game-related workshops for non-male teens, which are also examined. It is found that they tend to be development-centric. Leading up
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Books on the topic "Literacy workshop"

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Seplocha, Holly. The essential literacy workshop book. Gryphon House, 2007.

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M, Hernandez Lyla, and Institute of Medicine (U.S.). Roundtable on Health Literacy, eds. Measures of health literacy: Workshop summary. National Academies Press, 2009.

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Ross, Elinor P. The workshop approach: A framework for literacy. Christopher-Gordon Pub. Inc., 1996.

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Institute of Medicine (U.S.). Roundtable on Health Literacy and National Academies Press (U.S.), eds. Innovations in health literacy research: Workshop summary. National Academies Press, 2011.

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Ross, Elinor P. The workshop approach: A framework for literacy. Christopher-Gordon Pub. Inc., 1996.

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Institute of Medicine (U.S.). Roundtable on Health Literacy, Institute of Medicine (U.S.). Board on Population Health and Public Health Service, and Understanding what works in health literacy across a State: A Workshop (2010 : Los Angeles, CA), eds. Improving health literacy within a state: Workshop summary. National Academies Press, 2011.

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Michael, Eisenberg. The definitive Big6 workshop handbook. 3rd ed. Linworth Pub., 2003.

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Vancheri, Cori. The Safe Use Initiative and health literacy: Workshop summary. National Academies Press, 2010.

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Institute of Medicine (U.S.). Roundtable on Health Literacy, United States. Food and Drug Administration, and National Academies Press (U.S.), eds. The Safe Use Initiative and health literacy: Workshop summary. National Academies Press, 2010.

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Institute of Medicine (U.S.). Roundtable on Health Literacy and Institute of Medicine (U.S.). Board on Population Health and Public Health Practice, eds. Health literacy implications for health care reform: Workshop summary. National Academies Press, 2011.

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Book chapters on the topic "Literacy workshop"

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Peterson, Katie, and Melissa Mosley Wetzel. "“It’s Our Writing, We Decide It”: Voice, Tensions, and Power in a Critical Literacy Workshop." In Critical Literacy Practice. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-567-9_5.

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Robinson, Roger. "Folsom Prison Writing Workshop." In Prison Writing and the Literary World. Routledge, 2020. http://dx.doi.org/10.4324/9781003105787-23.

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McFadyen, Ron, and Susan Birdwise. "Literacy and Data Modeling." In On the Move to Meaningful Internet Systems: OTM 2010 Workshops. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16961-8_75.

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Pelton, Leslee Francis, and Timothy W. Pelton. "Outreach Workshops, Applications, and Resources." In Pacific CRYSTAL Centre for Science, Mathematics, and Technology Literacy: Lessons Learned. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-506-2_7.

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Mahnke, Achim, and Bernd Krieg-Brückner. "Literate Ontology Development." In On the Move to Meaningful Internet Systems 2004: OTM 2004 Workshops. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30470-8_86.

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Dowling, David. "Conclusion: The Boston Bellamy Club, Rand’s Objectivists, and Iowa Writers’ Workshop." In The Business of Literary Circles in Nineteenth-Century America. Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230117082_9.

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Franco Harnache, Andrés. "“Mostrar, no decir”: The Influence of and Resistance Against Workshop Poetics on the Hispanic Literary Field." In New Directions in Book History. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_14.

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AbstractUntil recently, due to the Romantic imaginary of the artist-as-genius, the Hispanic literary tradition has been wary of a literary advice industry or academic programs of creative writing. This wariness hindered the professionalization of Hispanic authors, but at the same time it kept Hispanic literature out of anglicized uniformity which permitted, by the mid-twentieth century, a reinterpretation of western literature by writers such as Gabriel García Márquez, Jorge Luis Borges, and Mario Vargas Llosa. Nonetheless since the early 2000s a series of MFA programs in creative writing, first in the United States, but more recently in Latin America and Spain, have been changing Hispanic literature. These programs, with syllabi imported from the Anglophone canons, have influenced a new generation of writers who mirror the English savoir-faire and reject their own literary traditions, which were more experimental, less rooted in realism, and even somewhat baroque. There is, however, also resistance in the field, where workshop-inspired developments coincide with a return to a more Hispanic tradition of innovation.
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Jariwala, Harsha Vijaykumar, and Mahendra S. Sharma. "Assessment of Behavioural Outcomes of Financial Education Workshops on Financial Behaviour of the Participants: An Experimental Study." In Financial Literacy and the Limits of Financial Decision-Making. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30886-9_15.

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Slater, Tammy, and Shannon McCrocklin. "Learning to Use Systemic Functional Linguistics to Teach Literary Analysis: Views on the Effectiveness of a Short Professional Development Workshop." In Teaching English Language Arts to English Language Learners. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59858-5_10.

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Atwell, Mary Stewart. "“You Will Be Surprised that Fiction Has Become an Art”: The Language of Craft and the Legacy of Henry James." In New Directions in Book History. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_3.

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AbstractAs some scholars have noted, the technical principles that modern creative writing workshops identify as “the craft of fiction” owe a great deal to Henry James and the prefaces to the New York edition of his novels, later published in a single volume as The Art of the Novel. However, James, far from setting out to help aspiring writers to develop their technical knowledge, was in fact fairly hostile to the very idea of craft, famously declaring that he “cannot imagine composition existing in a series of blocks.” The prefaces were instead intended to provide a sort of Cliff’s Notes to his own work, naming the tricks of his trade for the edification of his most dedicated readers, and it was these readers, most notably including Percy Lubbock, Joseph Warren Beach, and Caroline Gordon, who adapted James’s principles in some of the first literary handbooks used in the creative writing classroom. Though Lubbock, Beach, and Gordon borrowed significantly from James, they balanced his emphasis on aesthetics with the more accessible and egalitarian approach of earlier authors of fiction-writing handbooks, including the work of Walter Besant. This essay argues that a scholarly examination of the historical development of the discourse of the craft of writing serves not only to correct an over-emphasis on James’s influence, but also to address the equally erroneous assumption that principles of technique are eternal and universal, and thus exist apart from subject position and historical contingency.
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Conference papers on the topic "Literacy workshop"

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Leon-Urrutia, Manuel, and Johanna Catherine Walker. "2nd Data Literacy Workshop." In WebSci '21: WebSci '21 13th ACM Web Science Conference 2021. ACM, 2021. http://dx.doi.org/10.1145/3462741.3466659.

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Nieuwenhuysen, Paul. "Information Literacy Didactics for Higher Education and Research: Some Lessons from an International Workshop." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3497.

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This contribution identifies challenges in information literacy didactics in contemporary higher education all over the world: • Heterogeneity among organizations for higher education hinders co-operation. • Information literacy is competing with media literacy. • Leadership and responsibility are needed in information literacy education. • Developing information literacy training materials requires an adequate budget. • Expertise in didactics is also needed for teaching in the area of information literacy. • Marketing should support information literacy didactics. • Information literacy shoul
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Kanabar, Dina, and Vijay Kanabar. "Informing Library Patrons about Internet Technology." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2394.

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In order to introduce Internet technology literacy in the town of Westford (Boston Suburb) a new series of workshops were introduced during the winter of2000. This paper describes the strategy used to inform Westford community about the workshop and also presents an outline of the course topics and summary of research results generated from the participant's feedback and their experiences with the workshop.
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Candido, Arnaldo, Erick Maziero, Caroline Gasperin, Thiago A. S. Pardo, Lucia Specia, and Sandra M. Aluisio. "Supporting the adaptation of texts for poor literacy readers." In the Fourth Workshop. Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1609843.1609848.

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Jacobson, Doug, Julie Rursch, and Joseph Idziorek. "Workshop: Teaching computer security literacy to the masses: A practical approach." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462423.

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Custódio, Natalia, Daniel Lucena, Karoline Da Paz Macedo, and Isabel Nunes. "O idoso e a inclusão digital." In Workshop de Desafios da Computação aplicada à Educação. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/desafie.2019.12192.

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According to the Dictionary Aurélio (2004), inclusion in the literal sense of the word means "to be part, to belong together with others". In addition, inclusion is about guaranteeing equal opportunities for access to what is sought, whether in school inclusion, social inclusion or digital inclusion. However, this term has undergone several resignitions due to its inability to satiate the exclusion group in its sense of contemplation of these equal opportunities, especially in a digital age. When we refer to digital inclusion we have to take into consideration another aspect of "belonging", wh
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Grillenberger, Andreas, and Ralf Romeike. "Developing a theoretically founded data literacy competency model." In WiPSCE '18: Workshop in Primary and Secondary Computing Education. ACM, 2018. http://dx.doi.org/10.1145/3265757.3265766.

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Sumida, Akihiro, and Yoshinori Hara. "Hypothesis and Verification Based Measurement of Information Literacy." In 2008 International Workshop on Information-Explosion and Next Generation Search (INGS). IEEE, 2008. http://dx.doi.org/10.1109/ings.2008.17.

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Baldwin, Michael E., Xiao Zhu, Preston M. Smith, Stephen Lien Harrell, Robert Skeel, and Amiya Maji. "Scholar: A Campus HPC Resource to Enable Computational Literacy." In 2016 Workshop on Education for High-Performance Computing (EduHPC). IEEE, 2016. http://dx.doi.org/10.1109/eduhpc.2016.009.

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Hongthong, Tew, and Punnarumol Temdee. "Personalized mobile learning for digital literacy enhancement of Thai youth." In 2018 International Workshop on Advanced Image Technology (IWAIT). IEEE, 2018. http://dx.doi.org/10.1109/iwait.2018.8369683.

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Reports on the topic "Literacy workshop"

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Bracke, Marianne, and Michael Fosmire. Teaching Data Information Literacy Skills in a Library Workshop Setting: A Case Study in Agricultural and Biological Engineering. Purdue University, 2015. http://dx.doi.org/10.5703/1288284315478.

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