Writing in Multimodal Texts: A Social Semiotic Account of Designs for Learning

Autor/inn/en	Bezemer, Jeff; Kress, Gunther
Titel	Writing in Multimodal Texts: A Social Semiotic Account of Designs for Learning
Quelle	In: Written Communication, 25 (2008) 2, S.166-195 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088307313177
Schlagwörter	Writing (Composition); Semiotics; Multimedia Instruction; Multimedia Materials; Educational Principles; Educational Philosophy; Textbooks; Multisensory Learning; Learning Modalities; Instructional Design; Educational History; Secondary School Curriculum; English Instruction; Science Instruction; Mathematics Instruction; Computer Assisted Instruction; Educational Technology; Audiovisual Aids; Nonprint Media; Web Sites; Educational Resources; Educational Trends; Social Influences; Illustrations; Foreign Countries; Computer System Design; Layout (Publications); Textbook Content; Content Analysis; Rhetoric; Educational Environment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schreibübung; Semiotik; Multimediales Lernen; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Textbook; Text book; Schulbuch; Lehrbuch; Sensorische Stimulation; Lernumgebung; Lesson concept; Lessonplan; Unterrichtsentwurf; History of education; Bildungsgeschichte; English langauage lessons; Englischunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Audiovisuelles Medium; Web-Design; Bildungsmittel; Bildungsentwicklung; Sozialer Einfluss; Bildliche Darstellung; Ausland; Textgestaltung; Lehrbuchtext; Inhaltsanalyse; Rhetorik; Pädagogische Umwelt; Schulumwelt
Abstract	Frequently writing is now no longer the central mode of representation in learning materials--textbooks, Web-based resources, teacher-produced materials. Still (as well as moving) images are increasingly prominent as carriers of meaning. Uses and forms of writing have undergone profound changes over the last decades, which calls for a social, pedagogical, and semiotic explanation. Two trends mark that history. The digital media, rather than the (text) book, are more and more the site of appearance and distribution of learning resources, and writing is being displaced by image as the central mode for representation. This poses sharp questions about present and future roles and forms of writing. For text, "design" and "principles of composition" move into the foreground. Here we sketch a social semiotic account that aims to elucidate such principles and permits consideration of their epistemological as well as social/pedagogic significance. Linking representation with social factors, we put forward terms to explore two issues: the principles underlying the design of multimodal ensembles and the potential epistemological and pedagogic effects of multimodal designs. Our investigation is set within a research project with a corpus of learning resources for secondary school in Science, Mathematics, and English from the 1930s, the 1980s, and from the first decade of the 21st century, as well as digitally represented and online learning resources from the year 2000 onward. (Contains 9 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10