Web design discourse and access : a case study of student entry into a web design Discourse in the Multimedia Technology programme at CPUT

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dc.contributor.advisorThesen, Luciaen_ZA
dc.contributor.authorColeman, Lynnen_ZA
dc.date.accessioned2014-12-27T19:52:41Z
dc.date.available2014-12-27T19:52:41Z
dc.date.issued2006en_ZA
dc.descriptionIncludes bibliographical references (leaves 109-117).en_ZA
dc.description.abstractThis thesis represents an instance of my engagement as a reflective practitioner to explore how access opportunities into a web design Discourse can be enhanced. The study is located in the Multimedia Skills subject which is part of the Certificate in Multimedia Technology at Cape Peninsula University of Technology. In describing student entry into a web design environment, insights into academic literacy practices within the multimedia and web design environment are provided. The theoretical concepts of Discourse, interest, intertextuality, literacy, acquisition and learning are used to ground the conceptual framework of the study, while an interpretative case study is utilized as research methodology. Using the notion of recontextualisation, how the professional Discourse of web design was appropriate into the curriculum of the Multimedia Skills subject and the Multimedia Technology programme is described. This analysis identifies a core identity distinction between web designers (who have a strong visual focus) and web developers (who foreground technical competencies) which is supported by the subject focus in the programme. The research considers two key data sources, personal websites and semi-structured interviews. These account for student performances in and meta-knowledge of the web design Discourse and reveal evidence of how Discourses were reflected in student design decision-making in their personal websites. The differential experiences of student access to the web design Discourse prompt the consideration of how learning and acquisition activities could be used in the classroom to facilitate more balanced performance and meta-knowledge expression.en_ZA
dc.identifier.apacitationColeman, L. (2006). <i>Web design discourse and access : a case study of student entry into a web design Discourse in the Multimedia Technology programme at CPUT</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/10308en_ZA
dc.identifier.chicagocitationColeman, Lynn. <i>"Web design discourse and access : a case study of student entry into a web design Discourse in the Multimedia Technology programme at CPUT."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2006. http://hdl.handle.net/11427/10308en_ZA
dc.identifier.citationColeman, L. 2006. Web design discourse and access : a case study of student entry into a web design Discourse in the Multimedia Technology programme at CPUT. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Coleman, Lynn AB - This thesis represents an instance of my engagement as a reflective practitioner to explore how access opportunities into a web design Discourse can be enhanced. The study is located in the Multimedia Skills subject which is part of the Certificate in Multimedia Technology at Cape Peninsula University of Technology. In describing student entry into a web design environment, insights into academic literacy practices within the multimedia and web design environment are provided. The theoretical concepts of Discourse, interest, intertextuality, literacy, acquisition and learning are used to ground the conceptual framework of the study, while an interpretative case study is utilized as research methodology. Using the notion of recontextualisation, how the professional Discourse of web design was appropriate into the curriculum of the Multimedia Skills subject and the Multimedia Technology programme is described. This analysis identifies a core identity distinction between web designers (who have a strong visual focus) and web developers (who foreground technical competencies) which is supported by the subject focus in the programme. The research considers two key data sources, personal websites and semi-structured interviews. These account for student performances in and meta-knowledge of the web design Discourse and reveal evidence of how Discourses were reflected in student design decision-making in their personal websites. The differential experiences of student access to the web design Discourse prompt the consideration of how learning and acquisition activities could be used in the classroom to facilitate more balanced performance and meta-knowledge expression. DA - 2006 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2006 T1 - Web design discourse and access : a case study of student entry into a web design Discourse in the Multimedia Technology programme at CPUT TI - Web design discourse and access : a case study of student entry into a web design Discourse in the Multimedia Technology programme at CPUT UR - http://hdl.handle.net/11427/10308 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10308
dc.identifier.vancouvercitationColeman L. Web design discourse and access : a case study of student entry into a web design Discourse in the Multimedia Technology programme at CPUT. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2006 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10308en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherHigher Education Studiesen_ZA
dc.titleWeb design discourse and access : a case study of student entry into a web design Discourse in the Multimedia Technology programme at CPUTen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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