@misc{57069, author = {{Schuster, Britt-Marie}}, title = {{{Alles eine Frage des (Textsorten)Stils? – Befunde zur Entwicklung von Pressetextsorten (17.-20 Jh.). Vortrag im Rahmen der Tagung "Die Geschichte der Textsorten", Sarajevo, 18.-20. November 2021}}}, year = {{2021}}, } @misc{57071, abstract = {{Textsorten sind ein Begriff der Alltagssprache: Was darunter zu verstehen ist, ist Sprecher*innen grob geläufig. Geht es allerdings darum, das Wesen von Textsorten und die Kriterien ihrer Differenzierung zu beschreiben, bleiben auch nach langjähriger fachwissenschaftlicher Diskussion innerhalb der Linguistik noch immer viele Fragen offen. Auseinandersetzungen mit dem Gegenstand erfolgten zunächst anhand sehr überschaubarer Mengen von Textbeispielen und nur selten im Kontrast verschiedener Textsorten. Mit dem Vorhandensein großer Korpora jedoch ist es nun möglich, viele Vertreter einer Textsorte mit automatisierten Verfahren und im Vergleich mit großen Korpora anderer Textsorten auf ihre konstitutiven Merkmale hin zu untersuchen. Zudem stehen mittlerweile zahlreiche Tools und Werkzeuge zur Verfügung, die die automatische Sprachverarbeitung ermöglichen bzw. die manuelle Erschließung des Materials mittels Annotation unterstützen. Trotzdem dürfen die daraus sich ergebenden methodischen Möglichkeiten in ihrer Leistungsfähigkeit auch nicht überschätzt werden. Quantitatives muss an qualitatives, automatisches an manuelles Arbeiten rückgekoppelt werden und vice versa, um belastbare Ergebnisse zu erzielen – und es bleibt das Spannungsfeld zwischen der kritischen Masse und den Grenzen der Fehlertoleranz. Im Projekt t.evo (DFG, 2019–2022) wird genau diese Synthese angestrebt. Ziel ist, anhand von Korpora erbaulicher Textsorten des 17. und 18. Jhs. sowie der Pressekommunikation des 19. und 20. Jhs. (die jeweils als Massenmedium ihrer Zeit gelten können) möglichst allgemeingültige Kriterien zur Textsortendifferenzierung herauszuarbeiten. Hierzu wurden in Rückgriff auf den fachwissenschaftlichen Diskurs verschiedene Dimensionen festgelegt, in denen die musterhaften Erscheinungen verschiedener Textsorten sichtbar und somit analysierbar gemacht werden sollen. Dabei bedienen wir uns sowohl automatisierter als auch rein manueller Zugänge zum Korpusmaterial und kombinieren quantitative mit qualitativen Auswertungsweisen. Unser Vortrag wird in diese Arbeiten einführen und dabei nicht nur die einzelnen Arbeitsschritte näher skizzieren, sondern auch Fallstricke der einzelnen Methoden und schließlich deren Verzahnung zugunsten einer zusammenhängenden Textsortenbeschreibung eingehen.}}, author = {{Georgi, Christopher and Haaf, Susanne and Thielert, Frauke and Kirsten, Linda}}, title = {{{Mixed Methods in Aktion – Das Projekt t.evo und die mehrdimensionale Annäherung an das Phänomen der Textsorte. Vortrag im Rahmen des Berliner DH-Kolloquiums an der BBAW (virtuell), 5. November 2021}}}, year = {{2021}}, } @article{24902, abstract = {{Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner—a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design.}}, author = {{Tolksdorf, Nils Frederik and Crawshaw, Camilla E. and Rohlfing, Katharina J.}}, issn = {{2504-284X}}, journal = {{Frontiers in Education}}, title = {{{Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction}}}, doi = {{10.3389/feduc.2020.569615}}, year = {{2021}}, } @inproceedings{24900, author = {{Tolksdorf, Nils Frederik and Viertel, Fanziska E. and Crawshaw, Camilla E. and Rohlfing, Katharina J.}}, booktitle = {{Interaction Design and Children}}, title = {{{Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human}}}, doi = {{10.1145/3459990.3465181}}, year = {{2021}}, } @article{24899, abstract = {{Temperamental traits can decisively influence how children enter into social interaction with their environment. Yet, in the field of child–robot interaction, little is known about how individual differences such as shyness impact on how children interact with social robots in educational settings. The present study systematically assessed the temperament of 28 preschool children aged 4–5 years in order to investigate the role of shyness within a dyadic child–robot interaction. Over the course of four consecutive sessions, we observed how shy compared to nonshy children interacted with a social robot during a word-learning educational setting and how shyness influenced children’s learning outcomes. Overall, results suggested that shy children not only interacted differently with a robot compared to nonshy children, but also changed their behavior over the course of the sessions. Critically, shy children interacted less expressively with the robot in general. With regard to children’s language learning outcomes, shy children scored lower on an initial posttest, but were able to close this gap on a later test, resulting in all children retrieving the learned words on a similar level. When intertest learning gain was considered, regression analyses even confirmed a positive predictive role of shyness on language learning gains. Findings are discussed with regard to the role of shyness in educational settings with social robots and the implications for future interaction design.}}, author = {{Tolksdorf, Nils Frederik and Viertel, Franziska E. and Rohlfing, Katharina J.}}, issn = {{2296-9144}}, journal = {{Frontiers in Robotics and AI}}, title = {{{Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning}}}, doi = {{10.3389/frobt.2021.676123}}, year = {{2021}}, } @article{45116, author = {{Kissgen, R. and Franke, Sebastian and Krischer, M. and Susewind, M.}}, journal = {{International Journal of Environmental Research and Public Health}}, number = {{5}}, title = {{{Attachment representation and emotion recognition ability in children with ADHD and their parents: A Study Protocol}}}, doi = {{10.3390/ijerph18052277}}, volume = {{18}}, year = {{2021}}, } @article{45119, author = {{Kißgen, R. and Wirts, C. and Limburg, D. and Wertfein, M. and Franke, Sebastian and Wölfl, J. and Austermühle, J.}}, journal = {{Frühförderung interdisziplinär}}, pages = {{64--77}}, title = {{{Zur inklusiven Betreuung von Kindern mit (drohender) Behinderung in Kindertageseinrichtungen in Bayern und im Rheinland. Ein Studienvergleich}}}, volume = {{40}}, year = {{2021}}, } @article{45118, author = {{Kissgen, R. and Franke, Sebastian and Susewind, M. and Krischer, M.}}, journal = {{International Journal of Environmental Research and Public Health}}, title = {{{ Attachment Representation and Emotion Recognition Ability in Children with ADHD and Their Parents: A Study Protocol}}}, volume = {{18}}, year = {{2021}}, } @article{45117, author = {{Kissgen, R. and Franke, Sebastian and Jorjadze, N. and Roth, B. and Kribs, A.}}, journal = {{International Journal of Developmental Science}}, pages = {{1--6}}, title = {{{Infant-Father Attachment in Infants Born Preterm. A Brief Report}}}, volume = {{15}}, year = {{2021}}, } @inbook{32058, author = {{Dohmann, Olga and Jung, Ulla and Decker, Claudia and Niederhaus, Constanze and Zierau, Cornelia}}, booktitle = {{Theorie-Praxis-Verzahnung in der Lehrkräftebildung. Ergebnisse aus dem Netzwerk „Stark durch Diversität“}}, editor = {{Berkel-Otto, Lisa and Peuschel, Kristina and Steinmetz, Sandra}}, isbn = {{978-3-8309-4355-6}}, pages = {{55--80}}, publisher = {{Waxmann}}, title = {{{„Für meinen späteren Beruf als Lehrerin hat mir das einiges gebracht!“ – Professionalisierung Lehramtsstudierender für das Unterrichten neu zugewanderter Schüler*innen}}}, year = {{2021}}, } @misc{58074, author = {{Karaca, Resul}}, title = {{{L'islam et les musulmans en Belgique}}}, year = {{2021}}, } @article{40978, abstract = {{PurposeThe purpose of this article is to illuminate the relations of work-related practices of local managers of live music events in Ostwestfalen-Lippe (OWL) and barriers and needs of vulnerable customers (VC) in order to explore possibilities to increase cultural participation of VC.Design/methodology/approachThis article explores work-related practices of managers of live music events in OWL and asks if and to what extent these practices have an influence on the cultural participation of “vulnerable customers” (VC). It combines the findings of two studies: a) an explorative investigation on the work-related self-conceptions of managers of live music events in OWL (Study 1), and b) a sub-project on cultural participation of VC, which is part of the research project “kulturPreis. Increasing cultural participation through innovative and economically sustainable pricing concepts”, funded by the German Federal Ministry of Education and Research (Study 2).FindingsIt can be stated that there is an imbalance of knowledge: while VC tend to have a clear understanding of which barriers are the responsibility of managers of live music events, managers tend to lack knowledge regarding the needs of VC, and regarding the interrelationships between financial and social barriers facing them. Whether this knowledge and understanding can be developed in the future depends on the possibilities of exchanges between managers of live music events, cultural institutions, welfare organisations, political institutions and not least VC.Originality/valueBased on these studies, this article combines different approaches by linking work-related practices of managers of live music events with cultural participation of VC.}}, author = {{Flath, Beate and Momen Pour Tafreshi, Maryam}}, issn = {{2056-4945}}, journal = {{Arts and the Market}}, number = {{2}}, pages = {{109--122}}, publisher = {{Emerald}}, title = {{{Work-related practices of local managers of live music events in Ostwestfalen-Lippe (OWL) and their impact on cultural participation}}}, doi = {{10.1108/aam-09-2020-0040}}, volume = {{11}}, year = {{2021}}, } @inbook{57884, abstract = {{Although music apps are becoming increasingly popular, there has been little research on informal music practices with apps. This article presents findings of an ongoing study on learning processes and aesthetic experiences with informal appmusic practices. In particular, it discusses the aesthetic practices (Reckwitz, 2008b) of using specific places for making music. In our grounded theory study (Charmaz, 2014) we collected data using interviews, participant observation and videography. As exemplary cases, this article presents two analyses of the use of ‘inspiring places’ and ‘safe places’. The results suggest that perceiving the atmosphere is a fundamental prerequisite for both places. Additionally, the results shed light on aesthetic aspects of mobile music making. (DIPF/Orig.)}}, author = {{Eusterbrock, Linus and Godau, Marc and Haenisch, Matthias and Krebs, Matthias and Rolle, Christian}}, booktitle = {{Musikpädagogik im Spannungsfeld von Reflexion und Intervention}}, editor = {{Hasselhorn, Johannes and Kautny, Oliver and Platz, Friedrich}}, keywords = {{Education, Ästhetik, Schul- und Bildungswesen, Informal learning, Informelles Lernen, Musical education, Musikpädagogik, Anwendung, Ästhetische Erfahrung, Grounded Theory, Längsschnittuntersuchung, Learning process, Lernprozess, Longitudinal analysis, Longitudinal study, Mobiles Gerät, Music reading, Musizieren, Erziehung}}, pages = {{155–172}}, publisher = {{Waxmann}}, title = {{{Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis}}}, volume = {{41}}, year = {{2021}}, } @inbook{57885, abstract = {{Although music apps are becoming increasingly popular, there has been little re- search on informal music practices with apps. This article presents findings of an ongoing study on learning processes and aesthetic experiences in informal app- music practices. In particular, it discusses the experience of playfulness in aesthetic experiences with music apps. In our grounded-theory study, we collected data us- ing narrative interviews, video-stimulated recall interviews, and participant ob- servation. The article presents two different kinds of ludic aesthetic experiences in app-music practices: the experience of playful exploration and the experience of game-like music making. Results shed light on aesthetic aspects of mobile music making in the context of a ludic digital culture.}}, author = {{Eusterbrock, Linus and Godau, Marc and Haenisch, Matthias and Rolle, Christian}}, booktitle = {{Wege und Perspektiven in der musikpädagogischen Forschung. Ways and perspectives in music education research}}, isbn = {{978-3-8309-4428-7}}, keywords = {{Lernprozesse, ästhetische Erfahrungen, informelle Musikpraktiken, Musik-Apps, Spielhaftigkeit}}, pages = {{199–216}}, publisher = {{Waxmann Verlag}}, title = {{{Spielwiese und Spielzeug: ludische Qualitäten ästhetischer Erfahrung in der Appmusikpraxis}}}, volume = {{Musikpädagogische Forschung}}, year = {{2021}}, } @article{58879, abstract = {{Lange galt unzuverlässiges Erzählen als Sonderfall homodiegetischen Erzählens, was erst jüngst hinterfragt wurde. Der Artikel zeigt, dass die ontologische Klassifizierung nach Genette zu kurz greift. Unzuverlässigkeit scheint in der Heterodiegese besonders bei unzuverlässigen Reflektoren oder als mimetische Unzuverlässigkeit möglich. Dazu ist insbesondere die Perspektive des Erzählers zu untersuchen. Am Beispiel von Kehlmanns historischem Roman Tyll kann gezeigt werden, dass auch Gattungsvorgaben das Spiel mit unzuverlässigem Erzählen grundieren. Tyll erscheint als Spiel mit erzählerischer Unzuverlässigkeit.}}, author = {{Schulte Eickholt, Swen and Schwengel, Andreas}}, journal = {{Zeitschrift für Germanistik }}, keywords = {{Gegenwartsliteratur, Kehlmann, unzuverlässiges Erzählen, historischer Roman, Heterodiegese, Tyll, Till Eulenspiegel}}, number = {{1}}, pages = {{69--85}}, publisher = {{Peter Lang}}, title = {{{Unzuverlässiges Erzählen in der Heterodiegese in Daniel Kehlmanns historischem Roman „Tyll“}}}, doi = {{10.3726/92168_69}}, volume = {{31}}, year = {{2021}}, } @article{33569, author = {{Rezat, Sara and Feilke, Helmuth}}, journal = {{Sprach(en)erwerb. Der Deutschunterricht. Koch, Nikolas/Kozikowski, Barbara (Hrsg.)}}, pages = {{69--79}}, title = {{{Textprozeduren und der Erwerb literaler Kompetenz}}}, year = {{2021}}, } @article{27046, abstract = {{Brand names are a common part of the everyday consumer environment, and can be found on countless visual surfaces such as food packaging. A key characteristic of brand names is their fixed design. Many brand names owe their linguistic form to units that originally did not constitute proper names. They developed into brand names through complex sub-processes of what is commonly referred to as onymisation. These processes include semantic, morphological and phonological/graphemic changes. The aim of this paper is to explore how the specific typographic design of a brand name can be an additional indicator in its process of onymisation. After clarifying the concepts of onymisation and typographic design, an extended multimodal construction model is presented. The basis of the paper is an analysis of a corpus of image data comprising more than 600 photographs of food packaging. In order to get a first impression of how the multimodal constructions of brand names could look, an omission test following a suggestion by Ziem (2017) is applied to the data.}}, author = {{Dübbert, Alexander}}, issn = {{2199-174X}}, journal = {{Linguistics Vanguard}}, number = {{1}}, pages = {{1--11}}, publisher = {{de Gruyter}}, title = {{{Brand names as multimodal constructions. On the role of typography as an additional indicator of onymisation.}}}, doi = {{10.1515/lingvan-2020-0058}}, volume = {{7}}, year = {{2021}}, } @article{44200, author = {{Teichert, Jeannine}}, journal = {{Networking Knowledge}}, number = {{1}}, pages = {{51--66}}, title = {{{Mediating close friendship intimacy in times of (social) distance}}}, doi = {{https://doi.org/10.31165/nk.2021.141.648}}, volume = {{14}}, year = {{2021}}, } @article{32562, abstract = {{Family-Literacy-Programme stellen eine gute Möglichkeit dar, Eltern in Bildungsprozesse einzubeziehen. Am Beispiel des Programms „LIFE – Lesen in Familie erleben“ wird die Wirkung auf elterliche Unterstützung beim Lesenlernen von Erstklässler*innen unter Einbezug von Eltern- und Kinderperspektive untersucht. Sowohl direkt nach dem Programm als auch ein halbes Jahr später wirkte das Programm positiv auf verschiedene Arten der Anschlusskommunikation beim gemeinsamen Lesen.}}, author = {{Bonanati, Sabrina and Gruchel, Nicole and Kurock, Ricarda and Buhl, Heike M.}}, issn = {{0012-0731}}, journal = {{Die Deutsche Schule}}, keywords = {{Kooperation, Familie, Lesekompetenz, Längsschnittstudie, Intervention}}, number = {{3}}, pages = {{282--301}}, publisher = {{Waxmann}}, title = {{{Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen}}}, doi = {{10.31244/dds.2021.03.04}}, volume = {{113}}, year = {{2021}}, } @article{32558, abstract = {{With the rapid progress of technological development, self-efficacy in reference to digital devices (i.e., information and computer technology [ICT] self-efficacy) is an important driver that helps students to deal with technological problems and support their lifelong learning processes. Schools, peers, and home learning environments are important sources for the development of positive self-efficacy. Expanding on previous research, we investigated the associations between different aspects of the digital home learning environment and students’ ICT self-efficacy. The moderation effects of gender were also tested. A total of 651 children answered a questionnaire about different digital home learning environment dimensions and estimated their ICT self-efficacy using an adapted scale—Schwarzer and Jerusalem’s (1999) general self-efficacy scale. Using the structural equation modeling technique, a digital home learning environment containing six different qualities of parental support was investigated. Families’ cultural capital, parents’ attitudes toward the Internet, and shared Internet activities at home contributed positively to ICT self-efficacy. We observed small gender differences, with the moderation effect being nonsignificant. The results help researchers and practitioners to understand how different dimensions of the digital home learning environment support ICT self-efficacy. We will discuss how parents can enhance the home learning environment and how teachers can integrate this knowledge into formal education.}}, author = {{Bonanati, Sabrina and Buhl, Heike M.}}, issn = {{1387-1579}}, journal = {{Learning Environments Research}}, keywords = {{Digital media use, Gender, Home learning environment, ICT self-efcacy, Motivation, Parental involvement}}, number = {{2}}, pages = {{485--505}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{The digital home learning environment and its relation to children’s ICT self-efficacy}}}, doi = {{10.1007/s10984-021-09377-8}}, volume = {{25}}, year = {{2021}}, }