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Thabela, Tendani Mulanga. "Resemiotization and discourse practices in selected television advertisements in South Africa." University of the Western Cape, 2011. http://hdl.handle.net/11394/5381.
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Magister Artium - MAThis study demonstrates how advertisers re-voice and re-perform others' gestures and actions (Prior and Hengst, 2010). The focus is on the mobility of semiosis across boundaries and practices. It uses Multimodal Discourse Analysis (Kress and Van Leeuwen, 1996, 2001, 2006) Semiotic Remediation/Resemiotization (Iedema, 2003, 2010; Prior and Hengst, 2010) as the theoretical/analytical framework. The idea is to explore how semiotic elements are remediated through intertextual references and multimodality and how semiotic remediation is employed in the process of re-creation and re-purposing of objects and messages in the selected television advertisements. Drawing on MTN, Vodacom, Kentucky Fried Chicken (KFC) and Nando's television advertisements, the study shows how popular, historical, cultural and political discourse is reproduced and re-lived as a creative idea in the selected television advertisements in the process of re-branding. In this regard, resemiotization or semiotic remediation is seen as social practice and an integral part of the marketing strategy in the South African television advertising industry. Upon examination, the study establishes that some selected television advertisements have been extensively re-worked and re-purposed. Therefore, resemiotization and/or semiotic remediation are found to be resourceful tools for the marketing discourse. Thus, the study found that South African advertising discourse depends primarily on societal discourses such as politics, history, cultural traditions and popular culture as its base for creativity. In terms of language use in South African advertising, the study has revealed that television advertisements are moving towards a localised language practice and/or localised English.
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Roux, Shanleigh Dannica. "A social semiotic approach to multimodality in the Vagina Varsity YouTube campaign series." University of the Western Cape, 2019. http://hdl.handle.net/11394/6928.
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Philosophiae Doctor - PhDThis study investigated the semiotic resources used by Vagina Varsity, a campaign by sanitary towel brand Libresse on the social media platform YouTube to construct meanings around the female body. Vagina Varsity is a South African online advertising campaign on YouTube which marketed their sanitary products, whilst educating, as well as breaking the social stigma, around the black female body. In this study, YouTube was utilized as a space in which to analyze online identities and communication. The study was located within the field of linguistic landscape (LL) studies, including the sub-field virtual linguistic landscapes (VLL), later reformulated as virtual semioscapes. The conceptual framework was undergirded by multimodality/multisemioticity and feminist theory. The study used a mixed methods approach to data collection, and used a virtual linguistic ethnography (VLE) framework to collect the data sources, which included YouTube videos, YouTube comments, and emails. A focus group interview was also conducted, where the Vagina Varsity videos were shown to a group of diverse youth at the University of the Western Cape, South Africa. The embodied discourses which emerged, as well as the discourse strategies of the commentators, were multimodally analysed. The study found that the Vagina Varsity course makes use of multiple modes, including embodied semiotics such as gestures and stylizations of voice, visual modes such as cartoon figures, as well as the strategic use of sound. In addition, the study found that educational content and marketing strategies are both embedded in this campaign, with the educational content overshadowing the advertising aspect. It is for this reason that the YouTube comments and focus group interview were centered on the program itself and not the advertisement. Furthermore, when looking at the medium this campaign used, one sees that the virtual space allows for the teaching of taboo topics, which would not be allowed in traditional educational domains. The virtual space is not only bridging the knowledge gap in the topic of sex education, it also bridges the gap between different communities, as the YouTube comment section allows for people to interact across regional, national and even cultural boundaries. This study also found that Vagina Varsity not only recontextualized the educational genre, but they have also recontextualized the production and consumption of a topic which would otherwise be considered taboo. In terms of the implications for the study, one finds that the stigma that is attached to this subject is removed from this content. Although one cannot say for certain that this type of education will take over the African traditional initiation ceremonies for girls, for example, it can be used to complement some of the content that traditional counselors and social workers use to teach young African women. The fact that the program is formalized in a curriculum that can be found online opens up possibilities for open dialogue across cultures and nations in terms of feminine hygiene. This study contributes to the field of Linguistic Landscapes studies, with specific focus on virtual linguistic landscapes. The study also illustrates that the affordances of the online space allows for a hybrid edutainment space where people can learn about topics which are considered taboo in the domain of formal education. This study also extends the concept of multimodality, by including notions such as semiotic remediation and resemiotization, as well as immediacy and hypermediacy, as tools of multimodal analysis. This study also contributes to studies on gender and sexuality.
2022-08-31
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O'Brien, Maeliosa. "Intersecting spaces : exploring architectural students' meaning-making through a social semiotic multimodality lens." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20592/.
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Intersecting spaces is a qualitative case study that examines a third-year group of undergraduate architectural students’ meaning-making in an Irish Higher Education(HE) Institute of Technology (IoT) through a social semiotic multimodality lens. Architectural students face many challenges in their studies but a core undertaking concerns their capacity to address the rhetorical component of making architecture. The research addressing architectural communication through a social semiotic multimodality lens, particularly in an Irish architectural education setting, is limited. My constructivist leanings underpinned my decision to develop a case study, and use four research tools, a focus group, observation, a questionnaire, and semi-formal interviews. My main research question considers to what extent the multimodal communication resources the participants use, during an observed review, work together to enact meaning? The research forming the frame for this study embodies five intersections between the architectural and social semiotic multimodality domains, namely ‘the environment’, ‘rhetorical component’, ‘resources’, ‘multimodality’, and ‘communication and learning’. Several main findings emerge. The participants’ level of insider knowledge relates directly to their ability to access and participate fully in the shared knowledge and skill base repertoire of the community of practice at the research site and shapes their rhetorical meaning-making. The participants’ multimodal literacy levels regarding choosing and using multimodal resources across the analogue and digital environment influences their ability to make rhetorical meaning. The dynamic nature of the orchestrated ensemble in the observed review underlines the performative aspect of the participants’ rhetorical meaning-making from the social semiotic multimodality angle. In foregrounding the overlapping architectural communication and social semiotic multimodality aspects of the architectural participants’ meaning-making, this study addresses my main research question. The study builds on architectural design and communication research by exploring the issue through an unfamiliar lens and contributes as an exemplar to the limited social semiotic multimodality research focused on meaning-making in the Irish architectural education context.
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au, m. muller@murdoch edu, and Martina Müller. "A Semiotic Investigation of the Digital: What Lies Beyond the Pixel." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080717.92700.
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This dissertation explores the implications of new photographic and computer technologies that offer the transduction of modalities. The fundamental argument, here, is that such technologies change the process of sense-making resulting in a new asymmetry that informs the visual language of the creative work.
I argue that the processes of language analysis can assist us in the interpretation of multimodal texts and that a digital illustration can be analysed via the theoretical framework built from the first linguistic concepts such as those to be found in the texts of Plato, Aristotle, Augustine and Locke. A semiotic method applied in the context of digital artwork, and developed from the linguistic-semiotic stand-point, is well suited for an examination of the intermodal relations (the relations between layers in a multi-layered image file). By examining the layered structures of my images I demonstrate the evident similarity between the disconnection of the components of the linguistic sign on the one hand and the visual sign on the other hand. The analysis of a digital image, especially created for this purpose, is expanded by an investigation that offers a partial reading from an insiders point of view that involves an image being analysed on the conceptual level. This involves the examination of the primary internal relations between the layers of the image, and on the level of expression, the examination of the primary external relations between the layers and the narrative of the image.
In its deployment the semiotic method I use investigates the existence and the conditions of a space in which the individual readings from the perspective of outsider and insider might be conceptualized and presents a partial reading derived from an outsiders interpretation of the same image. After comparing both readings I arrive at the conclusion that the different texts modalities have an impact on the degree of the sign components disconnection. My conclusion, then, is that an outsider who cannot view the image in its multimodal form assigns sign components in a higher degree of disconnection than an insider who has access to the intermodal relations of the image file.
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Casas, Maria Caridad. "Multimodality in the poetry of Lillian Allen & Dionne Brand : a social semiotic analysis." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020390/.
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This thesis develops social semiotic theory by asking it to account for the meaning-making practices of African-Canadian poets Lillian Allen and Dionne Brand. Its primary aim is to develop the theory, though it attempts to describe in new and interesting ways certain moments in these oral / written texts at the margins of the literary. The research question, what is the relationship between spoken creole and English writing? is an entry into the political issues raised by the texts themselves, and larger issues of clisciplinarity and the epistemologies of linguistic and literary studies. After giving an account of their literary-historical and black feminist contexts and an overview of the poetry of Allen and Brand, I look for a poststructuralist semiotic model of the relationship between letter and sound in Derrida's "The End of the Book and the Beginning of Writing". Finding his -07 version phonetic writing too restricted to account for the practices of Allen and Brand, and deconstruction only a partial explanation of Caribbean feminist poetics, I develop a critical sociolinguistic / social semiotic account of language standardisation, conventionality, and grammar. With the aid of Saussure's Cours 4 linguistique generale, I work out the formal properties of the sign necessary to account for these, and then go on to explain how they work in the texts of Allen and Brand using two social semiotic principles of production: "projection" and "embodiment". My thesis is that orality is a mode, as is dialect (including standardised language), the English grapholect, and the semiotic body. Each of these has certain meaning-making affordances not accessible in the others. The writing of Allen and Brand, as well as Allen's performance, use each of these modes to create different meanings.
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Björklund, Boistrup Lisa. "Assessment Discourses in Mathematics Classrooms : A Multimodal Social Semiotic Study." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-43208.
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This is a study of assessment in mathematics classrooms and assessment is here regarded as a concept with broad boundaries including e.g. diagnostic tests, portfolios, and acts in teacher-student communication. The study’s purpose is to analyse and understand assessment acts in discursive practices in mathematics classroom communication in terms of affordances for students’ active agency and learning. Five mathematics classrooms are visited and the main data consists of video-recordings and written classroom material. In the study, I examine assessment acts, focuses of assessment acts, and roles of semiotic resources (symbols, gestures, speech etc.). With these findings as a basis, four discourses of assessment in mathematics classrooms are construed. A main conclusion is how the construed discourses hold different affordances for students’ active agency and learning. One discourse, “Do it quick and do it right” has similarities to a traditional discourse of assessment described in previous research. In a second discourse, “Anything goes”, students’ performances that can be regarded as mathematically inappropriate are left unchallenged. In both these discourses the affordances for students’ active agency and learning of mathematics are considered low. In a third discourse, “Anything can be up for a discussion”, the focuses of assessment acts are mainly on mathematics processes and available semiotic resources are connected to these focuses. The fourth discourse, “Reasoning takes time”, takes it one step further with a lower pace and an emphasis on mathematics processes such as reasoning and problem-solving. In these two latter discourses the affordances for students’ active agency and learning of mathematics are high. I contend that there is positive power in an increased awareness of discourses like these. The four discourses of this study can be powerful in discussions about, understandings of, and positive changes in assessment practices in mathematics classrooms.
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Jensel, Leanne C. L. "A semiotic analysis of user manuals for two blender brands." University of the Western Cape, 2016. http://hdl.handle.net/11394/4842.
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Magister Artium - MATechnical documentation comes in a variety of forms such as installation or operation manuals, quick reference guides, maintenance manuals, user manuals, policy and procedure manuals or marketing brochures and flyers (Walsh, 2012). What all these sub-genres have in common is that the texts that correspond to them seek to inform and give instruction about procedures, behaviour and actions related to products (Schäffner & Wiesemann, 2001: 49). Manuals have been described as “the complete reference source for a product’s operation, maintenance and safety” (Cowley & Wogalter, 2011: 1773). For the purpose of this study, we will focus on one form of technical documentation, namely user manuals. The terms “documentation” and “manuals” will be used interchangeably. Although there are probably as many manuals as there are products in our homes, these user manuals have not frequently been the subject of academic study in the South African context. The relative lack of research into user manuals is especially regrettable at a time when new product liability legislation and trade regulations (e.g. the Consumer Protect Act of South Africa, 2008) have enhanced the profile of product manuals in public and regulatory discourse. As a result of this relative neglect, it is not known how understandable, relevant and therefore empowering users of products find these manuals. There is also not much knowledge concerning the level of compliance in manuals to the provisions of product liability legislation. This study therefore proposes to investigate the comprehensibility and usability of user manuals associated with two products (blenders) marketed in South Africa. It will draw on theories and methods of analysis associated with technical writing, analysis of terminological consistency, genre and multimodality, to evaluate the selected manuals from the standpoint of a subset of the criteria listed in Section 22(2) of the Consumer Protection Act of South Africa, No. 68 of 2008, which was later amended in 2011. The methodology for the proposed study will combine text analysis (by the researcher) with comprehension and usability tasks performed by selected participants. Data from these sources will be collated and analysed to determine the conformity of the manuals to criteria in the Consumer Protection Act of South Africa, and the effect the manuals have on product users. Areas for optimising (improving) the manuals will also be identified.
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Tuomi, Juha. "Digitala läromedel och didaktik : Upplevelsen av digitala och fysiska läromedel i gymnasiet." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-134577.
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The purpose of the research is to identify how pupils and teachers experience different kind of study material in school. It is also important to know which factors affect these experiences. This is what my study will examine. The key-factor to be able to interpret different kinds of multimodal literacy is to understand its textual genre. Pupils and teachers need a certain level of technological skills to be able to create multimodal text and to have an estimation of the purpose of different text genres. To analyze the research material a hermeneutic method is used with a phenomenographic focus of the experience that the survey data and interviewed informants provide for the research. Results shows that some experience is similar between the teachers and pupils concerning the different study materials, then again preference might differ when it comes to preparations for tasks or lectures. Something all informants agree upon, is that the computer as digital tool is positive since it is used in every subject in school and it is never lost or forgotten at home by pupils.
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Borgfeldt, Eva. "”Det kan vara svårt att förklara på rader” : perspektiv på analys och bedömning av multimodal textproduktion i årskurs 3." Doctoral thesis, Göteborg : Acta universitatis Gothoburgensis, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-17655.
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Drawing and coloring have been part of young students text making as longas the writing system has been used, but with the increased use of digital tools and an enlarged focus on accountability of today there is a reinforced educational interest to understand what constitutes multimodal student texts in the context of classroom practice. This thesis project overall aim is to highlight and discuss the opportunities and difficulties in the assessment of language and knowledge-developing multimodal text work in a multilingual educational context.Conceptually the study is grounded in sociocultural theories, in sociosemiotic theory and in multiliteracies research. The methods used consist of qualitative multimodal text analysis and semi-structured interviews with students and their teacher.The three empirical studies were carried out, each having a different perspective. The first study looks at the text production of students in an integrated work of drawing, coloring and writing. The second study focuses how students reason when they choose to draw, write or both draw and write when they report to their teacher what they have learned. The third study discusses what the teacher highlights when assessing her students’ multimodal text productions. Overall, the results show that the semiotic resources, images and color, dominate students’ text productions and that the teacher attaches great importance to the illustrations, but that she, despite the best intentions, has trouble using multimodal criteria when assessing the students’ different ways of expressions and semiotic resources into a whole. It seems to be problematic for the teacher to allow students to freely interpret and independently design the task while she at the same time intends to make an overall assessment of how the content is presented. The results also indicate that it is difficult for the students to verbalize their thoughts on the assessment and in practice; the teacher more often is focused on assessing abilities relating to how thoroughly the students carry out the process of documenting rather than encouraging the students to develop and express their knowledge. Finally, the thesis concludes with discussing the content of an ongoing need for research, especially regarding the consequences it may have for younger students, whatever language background they have.Ytterligare delarbeten
Borgfeldt, E., & Lyngfelt, A. (2017). ”Jag ritade först sen skrev jag”. Elevperspektiv på multimodal textproduktion i årskurs 3. Forskning om undervisning och lärande 2017: 1 vol. 5, s. 64-88. http://www.forskul.se/tidskrift/nummer18/jag_ritade_forst_sen_skrev_jag_ __elevperspektiv_pa_multimodal_textproduktion_i_arskurs_3Borgfeldt, E. (2017).
Multimodal textproduktion i årskurs 3 – analys av en lärares bedömning. Educare: 2017: 1, s. 118-151. Malmö: Lärande och samhälle, Malmö högskola. https://www.mah.se/upload/FAKULTETER/LS/Dokument%20LS/Educa re%2017.1%20muep.pdf
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Falthin, Annika. "Musik som nav i skolredovisningar." Licentiate thesis, Kungl. Musikhögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-123.
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Music as a hub in school presentationsThe aim of the study is to elucidate how making meaning is constituted when lower secondary pupils play music when giving accounts of other school subjects than music. The empirical material consists of four presenta- tions in the subjects of physics, religion and Swedish, which were filmed during ordinary lessons in a lower secondary school. In addition the data consists of nine filmed stimulated recall interviews with the pupils and their teachers, which were also filmed.Social semiotic multimodality constitutes the study’s theoretical and methodological point of departure. The perspective enables investigation of the pupils’ playing of music and music in its multimodal context, and of how different dimensions of meaning are constructed. The filmed presentations were transcribed into music scores in order to visualise the multimodal events of the presentations. Three different categories of meaning were used, ideational, interpersonal and textual meaning, to analyse how music relates to other modes of communication.The results show how the temporal functions of music serve as frame- work and motor, what the music narrates in relation to the subject content and what interpersonal relations the music communicates. The young peo- ple’s knowledge of music manifests itself in the different accounts as an ability to use and adapt musical knowledge to a context where another sub- ject than music is in focus. The presentations of Swedish are travesties of well-known songs and the pupils stick to the given form. In the other presen- tations the pupils themselves had compiled the music and the result was a form of musical works where the music does not follow any model or certain genre. The informants think that this working method implies that the work is experienced as meaningful both to themselves and to the audience.
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Wilton, Marion. "A multi-semiotic discourse analysis of feminine beauty in selected True Love magazine advertisements." University of the Western Cape, 2015. http://hdl.handle.net/11394/4859.
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Magister Artium - MAAdvertising and media imagery shape attitudes about race and ethnicity, which means that advertising media play an influential part in constructing the frame through which individuals perceive racial differences and negotiate norms and ideas around ethnicity. Physical signifiers such as skin colour and hair are not only considered to be the most important facets in global beauty culture but are also seen as two principal phenotypes for racial classification (Mercer, 1987). These two attributes are also deeply situated within Black Feminist Discourse Studies and are therefore, culturally and socially significant (Erasmus, 1997; Hunter, 2002). As Dyer (1997:539) states: “every decision about a person’s worth is based on what they look like, what they speak, and where they came from.” Hence, body and hair politics point to power struggles which stem from historical discourses. As part of a capitalist environment, magazines such as True Love are also perceived as cultural commodities which occupy an important role in creating, transmitting and disseminating cultural meaning and in this regard, advertised texts are rich in cultural meaning and embedded with hidden ideologies. As a vehicle of social communication, True Love professes to be a mouth piece and a representative of the liberal, modern Black South African woman and portrays itself as a guiding companion and expert on womanhood (Laden, 2001). In this capacity, the magazine also creates and transmits messages about ideal feminine beauty. Following a multi-semiotic approach, by incorporating multimodality and social semiotics as proposed by Kress and Van Leeuwen (2006), Van Leeuwen (2006; 2008) and O’Halloran (2011, in press), beauty advertisements are scrutinized in terms of the different semiotic principles which afford for different meaning-making opportunities and interpretation. Critical discourse analysis suggested by Fairclough (1992) and Wodak (1995) renders a supportive function to this social semiotic multimodal framework, in order to critically explore how the notion of ideal feminine beauty is constructed in True Love and to establish how inter-semiotic relations are created, reinforced and function to sustain hegemonic ideas in present-day beauty advertisements. The findings suggest that socio-cultural meanings attached to phenotypic traits such as skin and hair remain significant in contemporary society as a result of the repeated themes in media, especially advertising. Moreover, the consequential emphasis on beauty culture and the omnipresence of idealised imagery in mainstream media are responsible for composing and sustaining the belief that Whiteness is the only valid prototype of beauty. The whitewashing of Black models show how idealised preferences in media prevail. Advertisements display how the message of White superiority and supremacy is constructed visually and verbally, ultimately producing an overall ‘visual language of Whiteness’ which leads to devaluing and erasing forms of Black identity, while enhancing forms of White representation. This paper exposes existing dominant cultural narratives in the True Love advertising discourse that simultaneously produce and inflate an idealised Eurocentric version of feminine beauty. The hegemonic standard of feminine beauty dictates that women conform to a specific ideal which involves engaging in practices such as skin lightening, hair straightening or wearing weaves. This dissertation concludes that digital alteration techniques and photographic manipulation are predominantly used in mass media to portray advertised images resembling ideals closer, which means that it effectively enhances rather than detracts from the norm. Thus, White women look Whiter, thinner, richer and blonder. Caucasian models in advertised texts all have light hair and are seldom portrayed with dark hair. Light-skinned Black women portray Western mediated standards through physical appearances which seem to emulate those of their White counterparts, which Hunter (2011) describes as the ‘illusion of inclusion’. Although this marketing strategy operates under the premise of fostering ethnic diversity and to include women from all racial backgrounds, it reinforces the belief that Anglo-Saxon beauty norms are the only valorised signifiers of idealised beauty. Essentially, having a light skin colour is associated with sophistication, social mobility, success and the resulting financial and economic well-being. Based on this, the magazine appears to promote and celebrate feminine beauty based on a Eurocentric ideal.
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Aldén, Mona. "Design och meningsskapande i förskolan : En multimodal designteoretisk studie av fyra lärandesammanhang kring matematik." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117242.
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Studiens syfte var att, med utgångspunkt i ett designteoretiskt multimodalt perspektiv, beskriva, analysera och tolka hur tre förskolepedagoger designar lärandesammanhang, kring ämnet matematik. Förutom detta var också syftet att få insikt om hur lärandesammanhangets design kunde förstås och tolkas i termer av lärande och meningsskapande. Den metod jag valde var uppbyggd kring en icke-deltagande videoobservation med ett kvalitativt upplägg där målet var att försöka förstå det som ägde rum genom relevanta tolkningar. I resultat och slutsatser framkom det till exempel att förskolepedagogerna använder en mängd semiotiska resurser och teckensystem i form av fysiska redskap tillsammans med ansiktsuttryck, tal och handrörelser i kommunikationen med barnen. Dessutom framkom det att barnen också använde sig av ett antal olika semiotiska resurser och teckensystem i arbetet med att skapa mening kring de olika lärandesituationerna. Det blev också tydligt att barnens tidigare erfarenheter fick en betydande roll då barnen använde de tidigare erfarenheterna som ett tankeredskap i de meningsskapande processer, designade av förskolepedagogerna, de deltog i.The study's purpose was, based on a design theoretical multimodal approach to describe, analyze and interpret how three preschool teachers design learning contexts, on the subject of mathematics. Besides, this was also the aim to gain insight on how context of learning designs could be understood and interpreted in terms of learning and meaning. The method I chose was built around a non-participating video observation with a qualitative approach where the goal was to try to understand what took place through the relevant interpretations. The results and conclusions that emerged was that the preschool teachers used a variety of semiotic resources in the form of physical tools along with facial expressions, voice and gestures in their communication with the children. Moreover, it appeared that the children also used a number of different semiotic resources in their work of creating meaning around the different learning situations, designed by the preschool educators, they participated in. It also became clear that the children's previous experiences had a significant role as they also used past experiences as a tool in the meaning-making process.
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Notér, Hooshidar Annika. "Dansundervisning som förkroppsligad multimodal praktik : en studie om kommunikation och interaktion i dansundervisning." Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-107135.
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Dansundervisning som förkroppsligad multimodal praktik En studie om kommunikation och interaktion i dansundervisning. ABSTRACT Dance teaching as embodied multimodal practice A study about communication and interaction in dance teaching. The overall aim of this study is to increase the knowledge about how communication and interaction between students and teachers is manifested in dance teaching and learning, with a special focus on the students’ agency and how that can be assumed to affect their conditions for learning. In a dance class, teachers and students engage in the dance practice by using different semiotic modes of communication; body movements and gestures, touch, hearing, gaze, sound and speech. The teaching and learning situation can be described as a complex multimodal configuration of signs in different time and space based modes. The object of study is to examine students’ and teachers’ interaction and communication in detail, with a focus on how different semiotic resources are being used and how that affects the design of the dance class. The data consist of video recordings of dance classes in dance college education and more specifically the daily dance practice, the dance class. Video recordings were made in jazz dance, contemporary dance and ballet classes. These genres are, in various degrees, bearers of a tradition of dance teaching where students repeat the movement material that the teacher demonstrates. I base my choice on the fact that this is a common way of teaching dance both in dance college education and elsewhere. By using a multimodal analysis, different modes of communication and their interplay were brought into focus. Employing the perspective of a social semiotic multimodal theory the analyzed data were interpreted and discussed. The result has shown the importance of the body in communication and interaction between students and teachers in dance teaching and learning. Communication and interaction involve and combine different embodied semiotic resources. Signs are being made, interpreted and remade/redesigned with, through and in the body. The way the teachers use their voices in combination with body movements and gestures in instructions and feedback, makes these resources appear hierarchically more important than the verbal language. The result shows that the students make rhetoric choices in their learning processes. It is shown by the way they choose to attend to what the teacher communicates. The students’ choices in responding are mostly by showing how they understand. Further the results show that the teacher is responsible for the overall design of the dance class. The study material consists mostly of movements that the teacher has created in relation to a genre’s esthetics, the teacher chooses what aspects to focus on and how time is disposed. The students’ agency seems limited in terms of how they can affect and influence the design of the dance class. This means that the knowledge that is produced to a great extent is dependent on the teacher’s choices, her esthetic values and her own knowledge. From a didactic point of view this needs to be addressed in dance education in terms of how dance classes are designed, it concerns questions of esthetics, values and power. Keywords: dance teaching and learning, communication, interaction, multimodality, semiotic resource, design
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Rietz, Johanna, and Mina Tollefeldt. "Kings riktiga kungar : En semiotisk bildanalys med semiotisk multimodalitet om representationen av maskuliniteter i det svenska magasinet King." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70050.
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The aim of this study was to examine how the Swedish magazine King represent masculinity in its personal portrait. We have used image analysis with semiotic multimodality about the representation of masculinities in the Swedish magazine King. We have, in this study, been using six personal portrait in our analysis. We have been studying the first and the last picture in the person portraits and also the first pictures interacting with the headline. To help answer our issue, we asked ourselves the following questions: How does the image and title interact on the front page of the personal portrait? What is the dominant representation of masculinity in King? What variations of masculinities can be found in King? The result we have found is that King choose to portray the men shown in the personal portraits like men in a position of power. This certain power has been manifested in different ways, such as in violence, comics and other elements. The dominant masculinity we found in our personal portrait was the hegemonic were only one man was not included in the hegemonic masculinity.
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Snayer, Leylanie. "Remediation and intertextuality in Garner's 'politically correct' representation of Cinderella." University of the Western Cape, 2017. http://hdl.handle.net/11394/6257.
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Magister Artium - MA (Linguistics, Language and Communication)Fairy tales have been changing continuously. From the likes of the Greek and Chinese versions of the Cinderella tale, Cinderella has been transformed into other versions. Charles Perrault and The Brothers Grimm had their way with the story of Cinderella with both parties putting their own mark on the tale. Disney made the story notorious as the consumers mostly tend to remember Disney's version and not earlier writers of the story (Zipes, 1999). Since then, various other versions in the current sphere of story-telling, especially through movie-making, have had a series of re-telling of the story. James Finn Garner's "Politically Correct Bedtime Stories" has made its mark in the world of politically correct, versions of fairy tales. He has graced readers with his satire and thereby challenged the more traditional versions of the story of Cinderella (and others) by posing a dry, humorous twist and facing the 'issues' which underlie the social problems in Cinderella such as equality, sexism and patriarchal, inappropriate gender biased terminology. Garner takes it upon himself to remediate the story of Cinderella through transformations of events and socially structured power relations, reworking the plot and characters and reformulation of gender-biased terminology. This results in a witty politically correct remodelling of the story which upholds a general moral in line with the contemporary socio-political ethos, championing usage of politically correct language.
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Wassrin, Maria. "Musicking : Kreativ improvisation i förskolan." Licentiate thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-88733.
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This thesis draws on a video ethnography of music activities in a preschool setting in Sweden. It focuses on the participants’ co-construction of music activities and on their use of semiotic and material resources to constitute and sustain these activities. The videos document musicking (Small, 1998), that is, events involving a series of musical activities: work with instruments, dancing and movements, singing and listening. The data were collected during one year and includes 24 hours of video films (altogether 30 musicking events). The participants in the study are 1-3 years old children and their music pedagogues (preschool staff members who worked in the preschool on a daily basis). In terms of theoretical influence, the study is inspired by conversation analysis (Sacks, 1992), linguistic anthropology and work on aesthetic processes (Duranti & Black, 2012; Sawyer, 1997; 2003), as well as sociocultural theorizing (Lave, 1996; Rogoff, 1995; Wenger, 1998). The findings show that the individual young children (2-year-olds) engage in musicking, and that they also initiative various novel activities: such as conducting, dancing, singing, and exploring instruments. In these activities, mobility in the room is essential for the children`s access to instruments and other artifacts and for their possibility to participate in specific activities. The musicking events evolve as multimodal events, where different participation strategies are allowed and creative improvisations involve both musical and extra-musical actions. But a major finding is that the music pedagogues’ responsive uptake and creative improvisations are critical for the individual children`s ability to participate in specific activities and for bringing together the individual child and the group in collaborative musicking.Forskarskolan: Globalisering, literacy och utforskande lärprocesser: Förskolebarns språk, läsande, skrivande och matematiserande (GUL).
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Jacquet, Ewa. "Att ta avstamp i gestaltande : Pedagogiskt drama som resurs för skrivande." Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55376.
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Öhman, Gullberg Lisa. "Laddade bilder : Representation och meningsskapande i unga tjejers filmberättande." Doctoral thesis, Stockholm University, Department of Didactic Science and Early Childhood Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8133.
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The overall aim of this dissertation is to investigate how students engage with visual representations as a signifying practice in an educational context. This question is scrutinized through two young girls’ three video films and interviews with the producers. The study is guided by an interest in what these young students communicate with their films, how this is done and how they relate to the cultural and social world in their representation. The title, Ambiguous Images, alludes to the signifying work with film, images and words done by the two girls. The films raise topics such as sexuality, equality and gender which set their mark on the situation of young females, both in school and in their leisure time. The result shows that moving images fulfil the function of negotiating the significations as well as making it possible for the girls to create their own alternative representations. Each film contributes an alternative discourse, in contrast to dominant texts that apply to the constitution of the cultural and social context they address. The study demonstrates that learning is a process of selection, adaptation and transformation motivated by the interests of the pupils and the context of learning. Other important issues are also raised concerning the students’ possibilities to participate in and influence the school subject in question. This involves both the opportunity of engagement with a multiplicity of modes and the possibility to adopt their own voice and view of the world. Both the methodological and the theoretical approach in the dissertation have multimodal and social-semiotic perspectives, which are combined with a design approach. These combinations are united in a presentation of representation and communication as a social process of sign-making.
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Hägglund, Emma, and Rebecca Stråhle-Wolke. "Att framställa normer och skönhetsideal genom visuella representationer -En semiotisk och multimodal studie om hur företag konstruerar den “perfekta kroppen”." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-89581.
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To produce norms and beauty ideals through visual representations - A semiotic and multimodal study of how companies construct the “perfect body”.The aim of this qualitative study is to investigate how clothing companies, with the help of visual representations, construct, confirm and/or whether they challenge different norms and ideologies regarding the "perfect body". Based on the above-mentioned research aim, this thesis aspires to answer the following research questions:- How do visual representations on Instagram contribute to constructing, confirming and/or challenging beauty ideals and norms? - What are the norms regarding each gender according to the analyzed visual representations?In order to address the study’s aim and research questions, this study adopts a case study design which is based on qualitative methodology. More specifically, this thesis conducts a multimodal semiotic analysis of a Swedish clothing company’s Instagram posts. Based on a purposeful collection method, the study offers an in-depth analysis of six Instagram posts, considered to be representative of the company’s overall marketing strategy.Drawing from theoretical perspectives such as, social constructivism, social semiotics, self-discrepancy and poststructuralist feminism this thesis shows cases that both can confirm and contest society’s norms and beauty ideals. In summary, this thesis shows that the company under investigation both constructs and contests ideals and norms regarding the "perfect body", for the individual gender. These ideals are confirmed by creating visual representations where only people who meet society's ideals and norms are presented. The company thus does not challenge the notion of the "perfect body", which is a fit and thin body.
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Ödman, Sofia. "Jag lär mig mer när jag får skådespela och se bilder och inte bara läsa : En undersökning av design för och i lärande i läromedlet Bibeläventyret utifrån ett multimodalt perspektiv." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139742.
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Den här studien undersöker utifrån ett multimodalt, designteoretiskt perspektiv den didaktiska designen i läromedlet Bibeläventyret Gamla testamentet. Syftet med studien är att visa de teckensystem som används i designen för lärande i Bibeläventyret Gamla testamentet och den mening som deras semiotiska resurser erbjuder i lärandet. Dessutom tar studien upp det engagemang som eleverna visar, som ett tecken på transformation. Med transformation menas hur eleverna börjar bearbeta den erbjudna meningen och formar den till kunskap. Undersökningen är genomförd i en åk 4 på en svensk grundskola med hjälp av videoobservationer, lektionsanteckningar samt själva läromedlets utrustning. Resultatet blev att Bibeläventyret Gamlas testamentet fungerar multimodalt med många olika teckensystem och artefakter, där vissa är bärande och andra stöttande. Klassrummets spatiala möjligheter, instruktörens muntliga berättande med stöd av intonation, gester, blickar, kroppsspråk och förflyttningar, samt elevernas deltagande i meningsskapandet används om vartannat. Studien tyder på att den multimodala designen erbjuder stor mening och i det engagemang som eleverna visar finns en början till transformation och formation till ny kunskap. Tidigare forskning har kommit fram till att det finns signifikanta tecken på lärande i multimodala miljöer, ofta med inslag av digitala medier. Där bidrar studien till att visa att många fler teckensystem än vad som ofta används multimodalt kan kombineras och utöka möjligheten till lärande, särskilt i undervisningen av Bibeläventyret Gamla testamentet.This study analyses, from a multimodal, design theoretical perspective, the design for learning in the educational material Bibeläventyret Gamla testamentet (The Bible Adventure – The Old Testament). The aim is to display the modes that are used in the design for learning in Bibeläventyret Gamla testamentet and the meaning that is offered in learning by semiotic resources of these modes. The study also presents the involvement that the students show, as a sign of transformation. Transformation refers to how the students start to process offered meaning and form it into knowledge. The study was conducted in 4th grade classes in a Swedish compulsory school and is based on video observations of two hours of teaching, field notes and the analysis of the teaching material. The study shows that teaching Bibeläventyret Gamla testamentet is multimodally conducted with many different modes and artefacts, where some bear more meaning and others are more supportive. The spatial opportunities of the classroom, the oral narrative of the instructor, including prosody in talk, body movements, gesture and gaze, as well as the students’ involvement in meaning making are used variously. The study shows that the multimodal design offers a significant meaning for learning and the involvement of the students shows how they make an initial transformation and formation of new knowledge. Previous research points to major signs of learning in multimodal environments, where digital media is often included. This study contributes to previous research in showing that many more modes can be used and combined multimodally at the same time compared to what is usually done and so extend the learning possibility particularly in teaching Bibeläventyret Gamla testamentet.
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Duncan, Pauline A. "Drawing as a method for accessing young children's perspectives in research." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/17258.
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Researchers have taken a particular interest in children’s drawings as a means of representing and communicating knowledge and perspectives but a review of literature reveals that researchers routinely use drawings as a way of obtaining data without considering their function or value. This ESRC-funded research aims to explore drawing as a method of accessing children's perspectives and has three central research objectives which consider methodological and analytical factors relating to the use of children’s drawings as a research tool. These are: to develop a principled approach to analysing and interpreting children’s drawings, to create guidelines for the use of drawing as a research tool, and to gather children’s perspectives on play through the method of drawing. The research objectives were achieved by asking the following three questions: How can children’s drawings be analysed using a principled approach? What are the major factors to be considered when using drawing as a research tool? What can drawings reveal about children's perspectives on play? The study involved two visits to the homes of eight preschool children aged four. The sample included four girls and four boys from central and north-east Scotland with half of the families being categorised as being of low socioeconomic status. Visits were flexible and unstructured allowing the child autonomy regarding our level of interaction and the types of activities (such as free play and conversation) with which they wished to engage. The second visit included a prompted drawing activity in which I invited children to express their perspectives on play. The topic of play was chosen (i) to offer children a meaningful research activity to investigate the issues surrounding the method, (ii) to explore the task of representing an abstract, yet familiar, concept and how this may influence children’s drawings and representations of play, and (iii) as an extension of the ESRC project Young Children Learning with Toys and Technology at Home (Plowman et al., 2012) by giving greater emphasis to children's own perspectives on play and exploring the ways in which this can be achieved. My theoretical approach is not to consider drawings as reproductions of reality, but to value and attempt to understand children’s drawings as a semiotic vehicle in which messages are created and conveyed during the drawing process through representation and signification. Informed by social semiotics (Kress & van Leeuwen, 1996) the research presents an innovative four-step approach to analysing children's drawings (4-SASA). The protocol, a key contribution of the research, was developed to promote a more systematic analysis, involving (i) isolating signs within drawings through manual annotation, (ii) documenting the child’s understanding of signs and the significance attributed to them, (iii) organising signs using specific categories of social semiotic analysis (mode, size, colour, salience) and identifying the child’s motivation and interest for specific sign production, and (iv) synthesis of the child’s perspectives from steps 1-3. Post hoc methodological examinations elucidated the following four key factors to be considered when using young children’s drawings: (i) contextual sensitivity of the drawing process, (ii) children’s perceptions of the research task, (iii) the complex task of representing an abstract and elusive concept such as play, and (iv) whether there is a fundamental difference between drawing spontaneously (non-commissioned) and drawing on request. Evidence from the study supports previous literature in demonstrating the potential of drawing as a method of accessing children’s perspectives. However, findings suggest that rather than routinely selecting drawing as a method for representing children’s perspectives, researchers need to be more thoughtful about the ways in which factors such as the social and contextual framing of drawing and approaches to data collection can affect research outcomes. The thesis concludes by discussing how these emerging issues impact research outcomes, along with implications for future implementation and analysis of drawings.
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Nilsson, Pierre, and Karl Längberg. "Multimodalitet i klassrummet." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24060.
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The goal and purpose of this essay is to study if and how multimodality is used within a Swedish school in Kalmar. This is accomplished by observing the different modalities inside the classroom and how the use of different modalities affects the teaching. Unstructured observations combined with a material-based thematic presentation leads up to an analysis based on social semiotics and multimodality. The essay shows how the teaching uses lots of modalities: sound, images, movies, speeches and literary text in lots of different ways. These different types of modalities are used in a multimodal context, providing good conditions for learning.
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Aizawa, Alexandre. "A percepção gestual de licenciandos e a representação estrutural química na perspectiva da multimodalidade." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-29032017-164103/.
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A percepção gestual de três licenciandos em situações de uso de representações estruturais químicas (REQ) foi caracterizada em uma disciplina do curso de licenciatura de Metodologia de Ensino de uma universidade pública. Esta percepção foi construída a partir da análise em entrevistas de Lembrança Estimulada por Vídeo (LEV), de uma enquete e da análise de situações de sala de aula de episódios de ensino. A LEV é uma técnica de origem cognitiva que foi adaptada para o estudo em uma abordagem sociocultural. A comparação de dados nesta pesquisa empregou a multimodalidade como modelo teórico e metodológico para caracterizar as interações multimodais em sala de aula. Na categorização de episódios de ensino, adaptamos algumas categorias de Silva (2008) como as operações epistêmicas, a proxêmica e os suportes. Na análise gestual, utilizamos a categorização de Kendon (2004). A percepção gestual foi construída com categorias inspiradas no funcionalismo de Lemke (2009). Contrastamos a análise de aula com a entrevista e a enquete para validar as respostas da entrevista. Os resultados da comparação entre a percepção dos licenciandos contribuíram para diferenciar como cada sujeito identifica sua performance gestual.The gestural perception of three pre-service teachers has been characterized when using of chemical structural representations (CSR) from public university in a course of Chemistry Teaching. This perception has been constructed with analysis of Stimulated Recall Interviews (SRI), polls and classroom analysis of teaching episodes. SRI is a technique based on cognitive approach which has adapted to sociocultural perspective. We compared data using multimodality as a theoretical methodological model to characterize multimodal interactions at classroom. In categorization of teaching episodes, we adapted some categories from Silva (2008) like epistemic operations, proxemic and media. In gestural analysis, we used Kendon (2004) categories. The gestural perception has been constructed motivate by functionalist of Lemke (2009). We contrast classroom analysis with interviews and polls to increase the reliability of answers in interviews. Results of comparative between pre-service teacher perceptions is some differences how each subject index their gestural performance.
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Rudolphson, Filip, and Anton Mannerdahl. "Ord skapar mening, tecken skapar film : En undersökning om semiotiska teckens betydelse för ett berättande i en spelfilm." Thesis, Blekinge Tekniska Högskola, Institutionen för teknik och estetik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14711.
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Detta kandidatarbete undersöker och granskar uppbyggandet av ett berättande i en spelfilm. Syftet är att få kunskap om vad ett berättande i en spelfilm består av och vad det är som påverkar det. Genom semiotikens tecken får vi förståelse för hur allt kan få en mening och sedan användas för att kommunicera något till användaren. Begreppet multimodalitet har sedan använts för att förstå hur tecken fungerar när de behöver samspela med varandra. Vi undersöker berättandet genom att göra en egen spelfilm som vi sedan analyserar för att bättre förstå vikten bakom de val av tecken vi använde och hur berättandet påverkades av våra val. Vi kommer att presentera resultatet vi uppnått, vilka motgångar vi stött på och andra diskussioner kring resultatet.This bachelor thesis examines the construction of a narrative in a fictional film. The purpose is to acquire knowledge of what a narrative in a fictional film consist of and what it affects. Through the sign of semiotics, we get an understanding of how everything can get a significance and then be used to communicate something to the user. The concept of multimodality has then been used to understand how signs work in an interplay with each other. We examine the narrative by making our own fictional film that we then analyse to get a better understanding of the importance of the signs we used and how the narrative was influenced by our choices. We will present the results we achieved, the types of adversities we encountered and other discussions about the outcome.
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Vidal, Julie. "Etude des séquences de rétroaction corrective dans un dispositif en ligne d'enseignement/apprentissage du français langue étrangère : une approche multimodale de l'oral." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2125.
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L’étude de la rétroaction corrective constitue un enjeu important dans la recherche en didactique des langues et a été en partie renouvelée par l’utilisation des technologies. Or, peu de recherches se sont penchées sur la manière dont les enseignants fournissent une rétroaction corrective sur la production orale des apprenants lors d’interactions en ligne. C’est pourquoi nous nous proposons d’analyser six semaines d’interactions entre des apprentis enseignants en formation dans un master de didactique de français langue étrangère (désormais FLE) d’une université française (Lyon 2) et des apprenants de FLE d’une université étrangère (DCU). Notre étude relevant d’une recherche qualitative s’appuie un corpus complexe comprenant des interactions en ligne transcrites et annotées au moyen du logiciel ELAN, des bilans multimodaux réalisés par les enseignants et les discours des participants. Nous avons analysé ces données dans une perspective multimodale selon laquelle toutes les ressources sémiotiques contribuent à produire du sens, sans hiérarchisation de celles-ci a priori. En somme, ce travail vise à étudier les effets de la multimodalité sur la manière dont les apprentis enseignants et les apprenants coconstruisent les séquences de rétroactions correctives en ligne afin, dans un deuxième temps, de faire des propositions didactiques pour la formationThis work aims to analyze six weeks of videoconferenced pedagogical interaction between trainee teachers enrolled in a master's degree in teaching French as a foreign language (FLE) at a French university (Lyon 2) and learners of French at a foreign university (Dublin City University). Corrective feedback is an important issue in foreign language pedagogy, renewed by the use of technologies. However, there has been little research on how teachers provide corrective feedback on learners' oral production in online interactions. Our qualitative study is based on the analysis of ecological data, organized into a complex corpus of video interactions transcribed and annotated using the ELAN software. We observed multimodal assessments made by the teachers, as well as participants' commentary containing their perception of the corrective feedback. We analyzed these data from a multimodal perspective according to which all the semiotic resources contribute to make meaning without automatically prioritizing one mode over another. In sum, this work aims to understand how teachers and learners co-construct corrective feedback sequences. We also want to update the effects of multimodality on the interactions in order to make pedagogical proposals for the training of future teachers of French as a foreign language
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Rosengren, Jennifer. ""Det kändes mer verkligt, som att man nästan var där själv!" : En experimentell studie om lågstadieelevers läsupplevelse vid tillämpande av auditiva intryck." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43287.
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Syftet med denna studie var att undersöka vilken effekt tillämpandet av auditiva intryck hade för elevers läsupplevelse. Detta undersöktes genom en experimentell studie som genomfördes tillsammans med elever i årskurs 3. Eleverna fick då, under observation, läsa en text med och utan ljud. Resultatet från observationerna användes sedan för att urskilja eventuella likheter och skillnader i elevernas läsning utifrån de olika tillvägagångssätten. I samband med dessa observationer genomfördes även intervjuer med några av de elever som deltog i undersökningen, för att därigenom skapa en tydligare bild av elevernas individuella upplevelser av läsningen samt för att kunna stärka, bekräfta eller förkasta de tendenser som framgick under observationerna. Resultatet visade tydliga tendenser av ett möjligt samband mellan elevernas läsupplevelse och tillämpandet av auditiva intryck under läsning, där majoriteten av eleverna fick bättre inlevelse och kunde koncentrera sig mer under läsning.The purpose of this study was to investigate which effect the application of auditory impressions had for students’ reading experience. This was investigated by an experimental study conducted together with pupils from the third grade. Students were then, under observation, reading texts with and without sound. The results of the observations were then used to identify similarities and differences in the students’ reading abilities in the two different scenarios. In conjunction with these observations, interviews were conducted with some of the students who participated in the study in order to create a clearer picture of their individual experiences of reading, and to strengthen, confirm or reject the trends that emerged during the observations. The results clearly showed tendencies of a possible connection between the students' reading experience and the application of auditory impression in reading, where the majority of students had a better involvement and could concentrate more during reading.
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Svensson, Fredrik, and Kristina Klang. "Nationella prov som vägledare i lärarens kompetensutveckling : Ett förebyggande arbete för särskilt stöd i matematik." Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48489.
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Syftet med studien är att undersöka och följa matematiklärares resonemang kring ämnesplanens förmågor, genom problematisering av nationella provuppgifter. Matematikundervisningen både på grundskolan och gymnasiet har visat sig vara begränsad när det gäller målstyrning av undervisningen som bygger på medvetenhet och kunskap om förmågorna. En förutsättning för att undervisningen ska kunna vara målstyrd med avseende på förmågorna ser vi är lärares kunskap och medvetenhet om desamma. Avsikten med studien är därför att ur ett utvecklingsperspektiv hitta sätt att för lärare ge ämnesplanens förmågor innebörd. De nationella proven konkretiserar flera av förmågorna, och skulle därför kunna fungera som vägledare i lärares kompetensutveckling kring förmågornas innebörd. Undersökningen baseras på två filmade fokusgruppsdiskussioner i vilka gymnasielärare i matematik deltar. Diskussionerna utgår från nationella provuppgifter i matematik, med stegvis introducering av skolverkets definitioner av förmågorna och senare också av skolverkets bedömning av desamma. Studiens teoretiska ramverk utgörs av ett kollegialt lärandeperspektiv och ett multimodalt och socialsemiotiskt perspektiv, som också används i den kvalitativa videoanalysen. Studien visar att lärarnas resonemang förändras under diskussionen utan Skolverkets definitioner, så till vida att en slags överenskommelse görs, av på vilket sätt förmågorna kan tolkas. Skolverkets definitioner visade sig ha marginell inverkan på resonemangets utveckling i riktning mot Skolverkets intentioner. Skolverkets bedömning tillsammans med definitionerna fungerade däremot som utmanare till lärarnas egen tolkning och skapade genom det ett ökat resonemang. Resonemanget visade dock inte på ökad kunskap och medvetenhet kring förmågornas innebörd, som är förenligt med Skolverkets intentioner. Med stöd av forskning kring kollegialt lärande, skulle ledning av expertis på området kunnat möjliggöra ett resonemang i riktning mot intentionerna.The aim of this study is to investigate and to monitor teachers of mathematics when they reason on the abilities as expressed in the curriculum, through problematisation of Swedish national test questions. Teaching mathematics in Sweden has shown itself to be limited when it comes to setting objectives when based on awareness and knowledge of the abilities. One condition for the teaching to be manageable is that the teachers are aware of the abilities. The intention of this study is to find a way for the teachers through a perspective of development, where the abilities are given meaning. The national tests define many of the abilities and therefore the tests could be a guide in the teachers’ development of the reasoning of the abilities. The investigation is based on two videotaped focus discussions by high school teachers of mathematics. These discussions are based on national test questions, where the teachers are gradually introduced to the national educational agency’s (henceforth Skolverket) definitions of the abilities and assessments that are given by Skolverket. The theoretical framework of the study is based on collegial teaching perspective and a multimodal- and social semiotic perspective, which is also being used in the qualitative video analysis. The study shows that the teachers’ reasoning changes during the discussions without Skolverket’s definitions, and the teachers reach a consensus on how the abilities should be interpreted. Skolverket’s definitions had only marginal effects on the teachers’ reasoning regarding the intentions of the abilities. However, the teachers’ interpretations were challenged by the assessments which resulted in an increase in the teachers’ reasoning and interpretations. But the outcome of the study has not given any convincing evidence that an actual increase in knowledge nor awareness of the abilities has occurred. According to research into collegial learning, experts in this field would have been able to support more developed reasoning in line with the intentions.
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Matthews, Waseem. "Multimodality and negotiation of Cape Flats identity in selected Daily Voice front pages." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4688_1315294286.
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This thesis explores the social semiotic relationship of visual and verbal signs of the Daily Voice tabloid as a way to show how the social context influences meaning of the signs used in its multimodal frontpages. The Daily Voice tabloid largely uses Kaapse English/ Afrikaans as spoken by Coloureds on the Cape Flats on its frontpages rather than standard English or standard Afrikaans associated with White people. The study assumes that the meaning constructed by and through the verbal and visual signs on the Daily Voice frontpages is interdependent on the relationship the multimodal texts have with the largely Cape Flats readership. This study maintains the importance of the idea of the localisation of meaning in socio-cultural specific contexts throughout. I conclude that Kress and Van Leeuwen&rsquo
s (1996/2006) design could be extended beyond Westernised contexts and that marginalised discourses such as those unique to the Cape Flats are not static, but indeed dynamic. I also extend the appraisal theory by Martin and White (2005) to marginalised bilingual discourse and establish that Appraisal theory can be used to not only evaluate verbal discourse but also that visual discourse needs to be considered as a tool within the appraisal framework. I also conclude by suggesting a monolectal view of Kaapse English/Afrikaans discourse. That is, the meaning potential of Kaapse English/Afrikaans by Cape Flats speakers would be lost if perceived or analysed as emanating from two languages, (White) English and (White) Afrikaans. Therefore the conclusion is that the Daily Voice uses Kaapse English/Afrikaans as is used in Cape Flats socio-cultural contexts to construct meaning-making options across its frontpages.
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Woodcock, Anna, and Elin Salemyr. "Kampen om kommunikationen : En kvalitativ studie av Försvarsmaktens kommunikation och uppdrag." Thesis, Uppsala universitet, Medier och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-434366.
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During the last decade, the Swedish Armed Forces have been struggling to achieve recruitment goals and to retain military personnel. To attract more people to join the agency, and to increase the knowledge about the agency’s role and function in society, the Swedish Armed Forces continuously run campaigns. Furthermore, the Swedish Armed Forces is a government agency with a mission that is determined by the Swedish government through government decisions. It can therefore be argued that it is important that the campaigns portray the agency’s mission in a correct and truthful way. The purpose of this study has been to investigate how the Swedish Armed Forces portray their mission in their campaign films, and to what extent it corresponds with the agency’s official mission. The research questions are thereby: (1) How is the mission of the Swedish Armed Forces portrayed in two campaign films from 2018 and 2020? (2) To what extent does the Swedish Armed Forces' communication about the agency's mission correspond with their official mission presented in the government decision? (3) Based on identified semiotic resources, and with a neo-institutional perspective on strategic communication, what type of communication has been allowed to take place in the Swedish Armed Forces' campaign films? To answer the research questions, a qualitative data analysis was conducted on a government decision constituting the overall direction of the Swedish Armed Forces, and a multimodal critical discourse analysis was conducted on two campaign films produced by the agency The results were compared, and analyzed through the lens of a neo-institutional perspective on strategic communication. In summary, it can be stated that the study finds that the Swedish Armed Forces, in the two campaign films, portray their mission in a way that greatly corresponds with their official mission as presented in the government decision.
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de, Roock Robert Santiago. "Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/578718.
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This dissertation focuses on minoritized youth digital literacy practice and participation, drawing on an 8-month video ethnography in a 6th grade language arts classroom with primarily bilingual Mexican-American students in a Southwestern public middle school. The case study utilized ethnographic and video analysis methods to examine interactions through, with, and around laptops in a one-to-one laptop classroom. Multiple simultaneous videos of student onscreen activity and webcams paired with a tripod-mounted camera captured whole class and small group interactions. Students, sometimes in different classrooms, were captured communicating online while interacting with their peers around them. Interview data with individuals and small groups focus on out of school digital media use and involvement in participatory cultures. From the large corpus of data, a few literacy events were picked out to represent broader trends among students. I argue that informal digital literacy practices of one group of girls playing a fashion themed massively multiplayer online game (MMOG) were more complex than formal, assigned practice. Like many of their more affluent peers at other schools, the girls harnessed the affordances of digital media to connect with interest-driven online/offline communities, whereas their classmates generally did not connect deeply with participatory online cultures. In doing so, the focus peer group co-constructed a classroom underlife (Goffman, 1961) that simultaneously created space for their sub rosa (Gilmore, 1986) digital literacy practices while resisting without disrupting the official curriculum or their performance as successful students. I conclude that designers of learning environments, teachers included, can foster literacy development by utilizing technology to draw flexibly on student digital funds of knowledge (González et al., 2006) while providing a basis for broader social participation.
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Cavallin, Beth. "Hur synliggörs barnen? : En visuell analys av karaktärer i reklamfilm från tre stora internationella barnrättsorganisationer." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44660.
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Den här uppsatsen undersöker hur tre av de största internationella barnrättsorganisationerna porträtterar karaktärer, i synnerhet barn i reklamfilm med sociosemiotiken som teoretiskt ramverk. Materialet som analyseras består av nio utvalda filmer från Unicef, SOS Barnbyar samt Rädda Barnen som publicerats under tidsperioden 2015–2020. Följande tre frågeställningar har formulerats för att besvara studiens syfte: Hur framställs barnen visuellt, hur porträtteras de i relation till vuxna karaktärer och speglar framställningen av barn i filmerna organisationernas kärnvärden? För att kunna genomföra en strukturerad analys delades materialet initialt in i en tabell med tre variabler där förekomsten av barn och vuxna noterades översiktligt i samtliga filmer. Följande kunde därmed tre kategorier utläsas innehållande filmer med dominerande vuxna karaktärer, dominerande barnkaraktärer samt en sista kategori med både vuxna och barn i relativt jämn fördelning sett till antal karaktärer. Resultatet visade att barn övergripande framställs på ett passivt vis, tillskrivs färre repliker och används som symboler för att tillskriva vuxna karaktärer egenskaper. Studien påvisar även ett fenomen där barn i flera filmer framställs i liggande och bärande positioner vilket ytterligare förstärker antagandet om en passiv framställning i relation till vuxna karaktärer som inte i något fall syntes i dessa positioner. Sammanfattningsvis kan studiens resultat påvisa vikten av att organisationer som åsyftar att kämpa för mänskliga rättigheter, som i denna studie specifikt barns rättigheter, bör vara måna om att framställningen av karaktärer i den egna kommunikationen speglar deras kärnvärden. Detta då en icke rättvis framställning av människor påverkar vilka normer och värderingar som upprätthålls i samhället i stort och således kan kollidera med organisationernas syfte.
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Lindqvist, Linda. "Views of the Ending of the Cold War : A case study that compares multimodal images in Swedish newspapers and history textbooks." Thesis, Stockholms universitet, Institutionen för mediestudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77701.
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This study compares how newspaper yearbooks and current upper secondary school history textbooks represent the Cold War between the years 1985-1991. As earlier research, this multimodal study focuses discourses and images. In addition I examine the usefulness of mediatization as illuminating tool in this context. For these aims, I have constructed a three-step model, in which concepts from mediatization theory are operationalized, and combined with Theo Van Leeuwen’s social semiotic theory. This thesis compares 356 representations from two yearbooks to 16 ones from three textbooks. At present, historical images are neither addressed nor regulated in the national curriculum, yet both educators and researchers within the field of education address them. The contribution of this paper is hence to shed light on the complexity of images, which shows how their meanings, including degree of mediatization, depend on context. Thereby I add a new aspect to multimodal literacy research.
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Akcan, Aksal Gulizar. "Text + bild = effekt? : En studie kring bruket av meningsskapande resurser i matematiska uppgifter från läroböcker för årskurs sex(från 1980-talet och 2000-talet)." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-229919.
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Syftet med denna studie var att undersöka hur meningsskapande resurser såsom text och bild ur ett multimodalt perspektiv samspelar i matematiska uppgifter. Detta undersöks i matematiska läroböcker från dels 1980-talet och dels 2000-talet. Uppgifterna väljs ur två kapitel som innehåller uppgifter som berör enheter och skala. Studien är vidare skriven utifrån ett sociosemiotiskt perspektiv på multimodalitet som genomsyrar analysen av materialet och detta görs genom att använda kvalitativ textanalys. Utifrån resultatet framgick det att uppgifterna har ett lägre samspel mellan de meningsskapande resurserna i de multimodala texterna, vilket innebär att text och bild tillsammans med andra semiotiska resurser fick en större betydelse på egen hand. I samband med att uppgifterna, text och bild, uppnådde ett högre samspel ingick även andra semiotiska resurser. Vilket resulterade att resurserna fick en högre betydelsepotential tillsammans än vad de fick var för sig och det ledde till att en interaktion skapades mellan de meningsskapande resurserna. I samband med att handlingarna integreras på högre nivå uppnåddes en kommunikativ handling mellan individen och den multimodala texten. De förändringarna som fanns i de valda läroböckerna var att 2000-talets matematik lärobok innehåller fler semiotiska resurser än läroboken från 1980-talet. De matematiska texterna var multimodala och utifrån teorin sociosemiotisk framställdes ett meningsskapande när individer använder en kombination av semiotiska resurser, vilket resultatet har visat.
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Chang, Li-Wen. "Investigating note-taking in consecutive interpreting : using the concept of visual grammar." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/investigating-notetaking-in-consecutive-interpreting--using-the-concept-of-visual-grammar(51a04db9-f880-45cf-9976-b6cd1cfffb14).html.
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Interpreting studies has so far tended to concentrate on simultaneous interpreting over the consecutive mode. Note-taking – an integral part of consecutive interpreting – has therefore received very little scholarly attention. As an indispensable tool in consecutive interpreting, note-taking plays an important role in supporting the interpreter’s memory. This study argues, however, that the interpreter's notes should not be viewed merely as a memory storage tool, but as a third visual language with its own logic and meaning-making practices that need interpreting. The way in which interpreters read their notes is explored here from the perspective of Social Semiotics for two reasons. Firstly, Social Semiotics conceptualises signs as meaning-making resources which are realized in specific communicative contexts to convey specific communicative intentions – unlike previous approaches to note-taking, that have tended to categorise signs as static constituents of relatively finite sign codes. Secondly, Social Semiotics not only accounts for how written language is used in notes, but also how the pictorial component of communication is encoded and interpreted through interpreter’s notes. The interpreter, as a viewer, has to make use of semiotic resources deployed in the notes in order to reconstruct the information given by the speaker and to produce the target speech for the audience. Therefore, the interpreters’ note-reading stage, based on the interaction between signs, can be conceptualised by reference to the concept of visual grammar. This study draws on visual grammar (Kress and van Leeuwen 2006) to analyse interpreter’s notes with a view to gaining a better understanding of how linguistic and visual semiotic resources are deployed in the process of note-taking. Insight into interpreters’ meaning-making practices and note-taking patterns is gained through an experimental study of the notes produced by nine qualified, practising conference interpreters, during a consecutive interpreting task from English into Chinese. The patterns identified in my data set are then compared with the established prescriptive approaches to note-taking training – which are typically based on relatively stable correspondences between note-taking signs/symbols and their meaning. The analysis focuses on certain elements of the source speech (concepts that can be noted down through the use of vectors, geometrical shapes, specific classificational structures, margin, and salience) as reflected in the notes. The way in which interpreters read their notes involves the interaction between two core modes, such as image and language, and a range of sub-modes, such as vectors, geometrical shapes, composition, framing, salience and calligraphy. The results of the analysis indicate that the way in which interpreters arrange the contents of their notes reflects the depth of the information processing effort required by the note-taking process. The findings suggest that the narrative structure in notes seems to assist interpreters in retrieving information at a micro, lexical level, whereas the visual structure would appear to assist interpreters in retrieving information at a macro, contextual level, e.g. in representing the hierarchies of information value, constructing the structure of rendition, and showing the importance of specific signs.
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Westlund, Elin. "Tio tecknarpositioner : En semiotisk analys av elevers tidiga multimodala textskapande." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-198758.
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Denna studie ingår i ett forskningsprogram under ledning av professor Caroline Liberg vid Uppsala universitet. Programmet syftar till att utforska nya sätt att se på elevers tidigatextskapande, bland annat genom att fokusera samspelet mellan texters funktion, innehåll och form. Studien utgår från ett vidgat textbegrepp och en dialogisk syn på språkande, där även barn aktivt intar olika sociala positioner gentemot sina medspråkare. Syftet med studien är att studera elevers (årskurs ett) tecknarpositioner i multimodala elevtexter, i termer av dels hur eleverna skapar mening i sina teckningar, dels hur teckningar och det skrivna är relaterade. Sammanlagt har 57 multimodala elevtexter från två olika skrivsituationer i årskurs ett bearbetats i en kvalitativ semiotisk textanalys med en hermeneutisk metodologisk ansats. Analysen har genomförts med Hopperstads (2010) analyskategorier för barnteckningar – inspirerande av Kress och van Leeuwens (2006) funktionella semiotiska grammatik – samt de av Norman (2012) beskrivna relationerna mellan illustrationer och skrift. I studiens resultat introduceras tre nya interpersonella uttryckskategorier: Inbjudande, konceptuell och hindrande. Utifrån identifierade uttryckskombinationer och teckningarnas relation till skriften identifieras sedan åtta tecknarpositioner och ytterligare två tilläggspositioner bland de analyserade elevtexterna: presenterande, kontaktförmedlande (relationsstärkande), kontakthindrande (relationshotande), försäkrande-betryggande, lockande, berättande, beskrivande samt skriftorienterad tecknarposition. Diskussionen pekar på multimodalitetens betydelse för kategorisering av semiotiska uttryck samt tecknarpositioneringens relevans för textrörelsebegreppet. Vidare diskuteras resultaten i termer av coding orientations och egen röst, och att elevernas textmässiga förebilder påverkar vilka tecknarpositioner de intar. Dessutom argumenteras för att tecknarpositionerna kan utgöra ett verktyg i explicit literacyundervisning, som främjar elevers metakognitiva textmedvetenhet. Avslutningsvis diskuteras behovet av ytterligare studier av tecknarpositionering.
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Lindahl, Camilla. "Tecken av betydelse : En studie av dialog i ett multimodalt, teckenspråkigt tvåspråkigt NO-klassrum." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119363.
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Ett gemensamt meningsskapande i skolans naturvetenskapliga klassrum förutsätter en interaktion som i allt högre grad kommer att präglas av ett naturvetenskapligt språkbruk. Utvecklingen av ett naturvetenskapligt ämnesspråk innebär ofta en stor utmaning för flerspråkiga elever som lär sig naturvetenskap på sitt andraspråk och vars behov av stöttning därför är särskilt stort. Denna studie utforskar döva och hörselskadade elevers lärande naturvetenskap i ett tvåspråkigt NO-klassrum där meningsskapandet sker genom svenskt teckenspråk och skriven svenska. Avhandlingens övergripande frågor är hur svenskt teckenspråk och svenska används i dialogen och hur dessa språk, i interaktion med andra modaliteter, bidrar till meningsskapandet i naturvetenskap. En grupp på två lärare och åtta elever, alla döva och teckenspråkig tvåspråkiga, filmades i totalt sjutton NO-lektioner. Klassrumskommunikation i denna teckenspråkigt tvåspråkiga miljö med naturvetenskapliga artefakter som modeller, tabeller och övrig naturvetenskaplig utrustning analyseras sedan från ett multimodalt socialsemiotiskt perspektiv där språk och modaliteter diskuteras som potentiella resurser i meningsskapandet. Resultaten visar en komplex dialog där språk och modaliteter hela tiden växlar på ett sätt som starkt bidrar till att driva dialogen framåt. Vidare framstår det visuella-gestuella teckenspråket som en kraftfull modalitet. I synnerhet spelar avbildande tecken en framträdande roll i dialogen och i det naturvetenskapliga meningsskapandet. Språkväxlingar i den teckenspråkiga dialogen sker dynamiskt i form av sömlösa och spontana växlingar men utnyttjas även som pedagogiskt verktyg. Teckenspråkets kontextbundenhet kräver dessutom ibland tvärspråkliga resonemang på metanivå där oklarheter såväl som likheter och skillnader mellan olika språkliga uttryck kan redas ut. Resultaten uppmärksammar också lärarnas viktiga roll för att stötta eleverna i det naturvetenskapliga meningsskapandet liksom för utvecklingen av ett naturvetenskapligt språk. I diskussionen lyfts behovet av pedagogiska strategier som stärker stöttningen av döva och hörselskadade elevers teckenspråkiga tvåspråkiga meningsskapande i naturvetenskap.A collaborative meaning-making process in the natural science classroom presupposes an interaction that to an increasing extent is characterised by scientific language usage. Developing a scientific subject-oriented language is often a great challenge for multilingual pupils learning natural science in their second language and whose consequent need of scaffolding is especially great. This study examines how natural science is learned amongst deaf and hard-of-hearing students in a bilingual science classroom where the meaning-making is conveyed through sign language and written Swedish. The primary questions of the thesis are how Swedish Sign Language and Swedish are used in dialogue and how these languages, in interplay with other modalities, contribute to the meaning-making process in the teaching of natural science. A group consisting of two teachers and eight pupils, all deaf or hard-of-hearing and sign bilingual, were filmed during a total of seventeen science lessons. Communication within the classroom, consisting of a sign bilingual environment with natural science artefacts, such as models, tables and other science equipment, is then analysed from a multimodal social semiotic perspective, where language and modalities are discussed as potential resources in the meaning-making process. The results depict a complex dialogue where languages and modalities are shifted between in a manner highly conductive to the further progress of dialogue. In addition, the visual-gestured aspects of the sign language appear as a potent modality. Especially depicting signs play a prominent role in the dialogue and the scientific meaning-making process. Dynamic language shifting occurring in the signed dialogue in the form of seamless and spontaneous transitions and used actively as a pedagogical tool is analysed and discussed within a framework of translanguaging. The contextual restrictions of sign language also require cross-linguistic discussions on a meta-level in instances where uncertainties as well as differences and similarities between various linguistic expressions are sorted out. The results also emphasise the important role of teachers in supporting pupils in the scientific meaning-making process as well as in the development of a scientific language. In the discussion, the need for pedagogical strategies is stressed in order to strengthen support for the sign bilingual scientific meaning-making process of deaf and hard-of-hearing pupils.
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Nilsson, Marie. "Vilken bok ska jag välja? : En jämförande multimodal analys av två läromedel från olika tidsperioder, för nyanlända lågstadieelever." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-189986.
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This aim of this study is to compare and contrast two textbooks in Swedish as a second language. The main focus is on textbooks written for newly arrived students in primary school. The aim is to see if, and how, written text and pictures worked together to provide opportunities for learning and understanding for the students. Two books were chosen, one published in 1996, Svenskbiten A1 and one from 2020 Mitt i språket A. A multimodal analysis of chosen extracts is made. The texts are discussed from a social semiotic theoretical point of view. Meaning-making according to the ideationell meta-function is one aspect from the social semiotic point theory that is used to examine the textbooks. The result from the analysis is that the two textbooks have a lot of similarities, which was expected since they have the same purpose and the same book publisher. One difference found is that the older textbook is more passive, and more repetitive than the newer book. The newer textbook contains more dialogue and contact with the reader. It is not possible to say if one of the textbooks are better than the other, it depends on the purpose of the teacher using them.
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Frederick, Tammy G. "Semiosis of Self: Meaning Making in a High School Spanish for Native Speakers Class." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/64.
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Located in social semiotics (Hodge & Kress, 1988), theories of identity (Goffman, 1959; Holland, Lachicotte, Skinner, & Cain, 1998), and third space (Gutierrez, Baquedano, & Turner, 1997; Rowe & Leander, 2005), this dissertation presents the findings from a year long, field-based qualitative study with a high school class of nine Spanish for Native Speakers (SNS) students and their teacher. The study used an arts-infused multimodal curriculum exploring Spanish language texts and cultures from around the world. The following questions guided this study: (a) What factors were considered as the teacher and the researcher co-planned this arts-infused multimodal curriculum, and how did the consideration of those factors shape the curriculum?, (b) How did students enrolled in this SNS class negotiate meaning and identity as they worked within this class?, and (c) What discourses around students’ meaning making practices and identities emerged within their visual texts over time and across texts?
Data sources included interviews, observations, student-generated visual texts, photographs from class sessions, student journals, and audio and videotapes of portions of class discussions and activities. Visual texts were coded for elements of visual design and apparent discourses with which the text-maker identifies (Albers, 2007b; Kress & van Leeuwen, 2006). Five themes emerged from the data: 1) The teacher participant and researcher co-created the curriculum using critical-care pedagogy; 2) Actual participation in and creation of visual and multimodal texts shaped the classroom community; (3) Negotiation and meaning making occurred through the flexible use of sign systems; 4) Participants worked through understandings of self; and 5) Personally relevant discourses emerged within individual and group texts. The study suggested that heritage language courses like this one can teach more than language. Such courses deserve attention as havens where students’ complex meaning making of themselves, their worlds, and their places in them are freely explored.
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MacKay, Rowan Rachel. "Legitimation by multimodal means : a theoretical and analytical enquiry with specific reference to American political spot advertisements." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/9716.
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What is ‘legitimacy’? Is legitimation possible through non-linguistic modes? These are the key theoretical questions with which this study is concerned. It explores them in conjunction with an analysis of American political spot advertisements. These ads are situated at the nexus between legitimation and multimodality, and their relevance to contemporary politics on the world stage is reflected in the immense financial and skilled resources which have been — and continue to be — devoted to them. A historical perspective into legitimation, multimodality and the attendant concepts of rationality and irrationality is given, followed by a discussion challenging the assumed rational role accorded to language. So challenged, the discussion moves to looking at the pairing of multimodality and politics; first from a historical viewpoint, and then from a more contemporary one. The role of myth, in the form of the American Dream, is investigated, leading to discussion of political appropriation, branding, tangibility, affordances and the (im)possibility of restricting interpretation. Spot ads are analysed with a specific focus: first on modal salience, and secondly on how the semiotic richness of the concept of nature is exploited for purposes of legitimation.
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Hofverberg, Elisabet Gulli. "Bildtyper i informationsmaterial om ADHD hos vuxna : Hur bildtyper kan betona central information om ADHD hos vuxna så att det medför en positiv inverkan på omgivande anhörigas förståelse av innehållet." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55209.
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Detta är ett examensarbete med programinriktningen informativ illustration. Arbetet är centrerat kring bildtyper i informationsmaterial om ADHD hos vuxna. Detta då bildtyperna kan ha en positiv inverkan på anhörigas förståelse av relevant information. I projektet har insamlad empiri kommit från intervjuer som jag har utfört samt publicerat material från Riksförbundet Attention, Socialstyrelsen och NKA. Empirin har tillsammans med teori om multimodalitet och semiotik hjälpt mig att besvara frågeställningen. Syftet med arbetet är att ta fram ett nytt gestaltningsförslag som ska kunna vara som ett exempel. Detta för hur bildtyper kan implementeras för att kunna ha en positiv inverkan på anhörigas förståelse av relevant information. Detta skulle slutligen kunna leda till att man som anhörig vill ta en mer aktiv roll och göra stöttande insatser för sina anhöriga som handskas med diagnosen.
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Rooth, Gabriella. ""Grejen med dans - kroppar i ett rum" : Danslärares beskrivningar av dans på distans under Covid-19-pandemin." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik, konst och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-86107.
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Syftet med denna studie är att beskriva lärares upplevelse av fjärrundervisning i ämnet Dansgestaltning under Covid-19-pandemin. Kurserna i Dansgestaltning inom gymnasiets estetiska program innehåller skapande och en förutsättning för detta är de centrala målen i kursen som fokuserar på samarbete, interaktion och konstnärligt arbete. Studien syftar till att visa hur lärare ställt om undervisningen i Dansgestaltning till fjärrundervisning, att visa på problem de stött på men även lyfta perspektivet kring hur det går att se framåt. För att uppnå syftet ställs tre frågor som handlar om hur lärare arbetar och till följd av Covid19-pandemin förändrat sitt arbete med kursen Dansgestaltning. Den teoretiska utgångspunkten i studien är Socialsemiotiskt multimodalt perspektiv som visar på hur kommunikation är en samverkan av flertalet teckensystem. Studien innehåller även reflektioner om det didaktiska rummets betydelse för lärande. Empiri samlas in genom intervjuer med verksamma danslärare. Resultatet visar hur viktig danssalen är; det fysiska rummet möjliggör det komplexa system av kommunikation som kontinuerligt sker i dansundervisning. Det är även tydligt hur viktigt det sociala samspelet elever emellan är för elevernas studiemotivation och lärande.
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Brask, Emma. "Kunniga kvinnor och mjuka män : en socialsemiotisk studie om vem som givs plats på tidningen QX omslag." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34552.
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Denna studie söker finna svar på vem, i fråga om vilka könsgrupper, som givits plats på tidningen QX omslag, i första hand gällande textelementet, i andra hand gällande det visuella. Studien skapas i spåren av genusforskaren Yvonne Hirdmans teorier om att den mansdominerande roll som generellt finns i samhället och ger kvinnor en lägre social status inte är någonting som ligger oss i naturen utan skapas och återskapas, samt Embretsén och Palmbergs studie ”En enfärgad regnbåge” som presenterar en underrepresentation av kvinnor i tidningen QX. Materialet består av 36 omslag av tidningen QX hämtade under tre år mellan 2015 och 2017. Detta görs med grunden i den systemisk-funktionell grammatiken, diskursanalys samt en multimodal analys för att få del av både det ideationella betydelserna i texterna samt hur budskap presenteras visuellt. Resultatet visar på en jämn frekvens av könsfördelningen men en ojämlik konstruktion där QX vänder på stereotyper av kvinnligt och manligt, vilket grundar sig i en styrande manlig blick.This study seeks to find answers to whom, in terms of which gender group, is given space on the QX magazine cover. Primarily with focus on text elements, secondarily the visual aspects. The study is created in the traces of gender researcher Yvonne Hirdman's theories concerning the male dominance that is generally found in society, and which gives women a lower social status. Hirdman points out that this inequality is being created and recreated, as well as Embretsén and Palmberg's study "A Monochrome Rainbow" presents an underrepresentation of women in QX magazine. The research material consists of 36 covers from the QX magazine, published between 2015 and 2017. The study is based on systemic-functional linguistics, discourse analysis and a multimodal analysis to cover both the ideational meanings of the texts as well as how messages are presented visually. The result shows an even frequency of gender distribution, but an uneven design in which QX turns on stereotypes of female and male, which is based on a ruling male point of view.
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Eriksson, Birger. "Elevers kunskapsrepresentationer : En studie av gymnasieelevers gruppredovisningar ur ett didaktiskt designperspektiv." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-115603.
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Studien belyser utifrån ett designteoretiskt perspektiv hur några gymnasieelever designar sin förståelse för ett kunskapsområde genom att analysera elevernas multimodala presentationer i ett kursmoment. I studien ställs frågor om hur eleverna väljer teckenresurser för sin kommunikation om ett kunskapsområde, hur de förbereder och designar sin kommunikation och hur de gestaltar kunskapsområdet med olika representationer i sina multimodala presentationer. För att få svar på forskningsfrågorna har presentationer filmats och elever intervjuats. Studien visar att eleverna väljer språkliga teckenresurser och medier de är vana vid att använda i skolan. Eleverna visar också en osäkerhet i hur lärandet fungerar och drar inte särskilt stor nytta av samspelet och kommunikationen i grupparbeten.
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Wiss, Erik, and Michael Scholle. "Ordinlärning och multimodalitet - En socialsemiotisk och psykolingvistisk diskussion om ordkunskapsövningar utifrån en lärobok i tyska." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35652.
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Mot bakgrund av att vi under vår VFU-tid liksom under vår tid som obehöriga lärare i tyska respektive italienska har lagt märke till att ordinlärningen utgör en stor utmaning för många elever, samt att ordförrådet ofta är begränsat när det kommer till muntliga och skriftliga framställningar, har vi i detta arbete valt att närmare granska ordkunskapsövningar i en en tysk lärobok för gymnasiebruk ämnad för steg 3, Lieber Deutsch 3/2.0. Givet det ökade intresset för multimodalitetsbegreppet vi sett på senare tid valde vi att undersöka dessa ordkunskapsövningar utifrån ett socialsemiotiskt och även psykolingvistiskt perspektiv. Frågorna vi ställde oss var:Vilka typer av ordkunskapsövningar är dominerande i boken?Vilka tendenser kan vi se gällande användning av semiotiska resurser ia. de dominerande ordkunskapsövningarna?b. andra delar av boken?Vad har intern/extern visualisering för betydelse när vi lär oss ett ord?Vilka språkdidaktiska slutsatser kan vi, som undervisande lärare, dra från vårt arbete?I teoridelen belyste vi olika för vårt arbete relevanta aspekter. Till exempel redovisade vi olika typer av ordkunskapsövningar utifrån den tyske didaktikern Storch. Därutöver tydliggjordes relevansen av ett varierat ordförråd, och det fördes även en fördjupande diskussion kring multimodalitetsbegreppet – huvudsakligen baserad på Kress.Analysdelen bestod av att vi i ett första steg visade fördelningen av ordkunskapsövningarna i Lieber Deutsch 3/2.0, mer konkret: Vilka sorters ordkunskapsövningar var dominerande i läroboken? Därefter diskuterades den mest dominerande typen av övning mer ingående – utifrån ett multimodalt perspektiv. För att sätta ordkunskapsövningarna i kontext betraktade vi även andra delar av boken ur ett multimodalt perspektiv, med fokus på användning av semiotiska resurser.Resultatet visade att de dominerande ordkunskapsövningar var sådana utifrån paradigmatiska relationer. Därutöver framgick att författarna bakom Lieber Deutsch i stort sett helt avstod från att inkludera bilder såväl inom dessa ordkunskapsövningar som inom övriga. Även i bokens resterande delar användes semiotiska resurser på ett sätt om premierade alfabetisk text över bild. Arbetet avslutades med en diskussion kring multimodalitet och psykolingvistik inom ramen för ordinlärning.
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Bolin, Elin. "Restaurangretorik : Därför är vi en stjärnkrog." Thesis, Södertörns högskola, Institutionen för kommunikation, medier och it, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16480.
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Syfte: Mitt syfte med denna uppsats är att utifrån Michelinguidens kriterier undersöka hur restauranger i Stockholm som har stjärnor i guiden drar nytta av sin ”stjärnstatus” i sina presentationer av restaurangerna på respektive webbplats. Teori: De teoretiska utgångspunkterna är visuell retorik, semiotik, multimodalitet samt identifikation. Metod: Jag har undersökt vad som sägs, både genom text och bild, på respektive restaurangs hemsida. Jag har sedan satt det mot bakgrund och de frågeställningar jag hade och därmed även mot de kriterier Michelinguiden använder sig av i sin bedömning av restauranger. Slutsats: Respektive restauranger uttrycker sin ”stjärnstatus” – men på lite olika sätt. Vissa väljer att göra det mer genom bild och andra genom text. Vissa trycker på sina utmärkelser och lånar sina kockars ethos medan vissa inte gör det alls. Dock förmedlar de alla i stort sett samma information och väljer att framhäva i princip samma punkter ur Michelinguidens kriterier.
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Björklund, Anton, and dost Golestan Rahem. "Illustrationer som informationsbärare : En analys av illustrationer i fysikläroböcker för årskurs 4–6." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-451050.
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Syftet med denna läroboksanalys var att undersöka användningen av illustrationer i fysikläroböcker för årskurs 4–6. Samtliga illustrationer från utvalda kapitel från fyra fysikläroböcker analyserades både kvantitativt och kvalitativt med hjälp av analysmodeller baserade på Rune Petterson och Scott W. Slough m.fl. Totalt omfattade analysmaterialet 100 illustrationer. Studien undersökte vilka typer av illustrationer som används, vilka typer av information som förmedlas samt vilka funktioner illustrationer fyller i förhållande till text. Läroböckerna jämfördes även utifrån resultatet från dessa analysingångar. De kategorier som ingick i analysmodellen för illustrationstyper var: fotografi, teckning, schematisk illustration och 3D-visualisering. De kategorier som ingick i analysmodellen för informationstyper var: väcka och upprätthålla uppmärksamhet, komplettera textinnehåll, förklara och åskådliggöra textinnehåll och sammanfatta textinnehåll. Kognitiv semiotik utgör det teoretiska perspektiv som ligger till grund för studien. Studies resultat visar att majoriteten av totala antalet analyserade illustrationer ingick i kategorierna fotografi och teckning. Vid jämförelse av illustrationstyp framgick det att två läroböcker använde mest fotografier och två läroböcker använder mest teckningar. Resultatet visade även att den information som förmedlas av analyserade illustrationer till övervägande del ingår i analyskategorin förklara och åskådliggöra textinnehållet, vilket vanligen leder till att illustrationerna fyller en illustrativ funktion. Jämförelse visade att denna informationstyp förekom oftast i samtliga läroböcker. Slutsatsen av studien är att illustrationer i analyserade läroböcker överlag främjar lärande genom tydlig koppling mellan illustrationens informationsinnehåll och verbaltextens informationsinnehåll. Dock framhåller tidigare forskning lärarens centrala roll i samband med elevers meningsskapande i multimodala texter.
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Novais, Luiz Guilherme Basílio de. "Produções multimodais de alunos do Ensino Médio sobre transformações de materiais." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-10072018-150551/.
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Os processos de representação do conhecimento químico permeiam os mais diversos processos de ensino, aprendizagem e construção acadêmica da Química. Assim, nas múltiplas formas de se representarem fenômenos e nos mais diversos modos de se expressar sobre eles, foram caracterizadas diferentes mídias escritas, visuais e audiovisuais produzidas por alunos em uma sequência didática sobre o tema Transformações. As categorias que emergiram da análise dos materiais foram inspiradas na Gramática do Design Visual (GDV) proposta por Gunther Kress e Theo van Leeuwen e pela perspectiva da Semiótica Social de Michael Halliday. Assim, adota-se no trabalho o enfoque da abordagem multimodal da comunicação, segundo o qual diversos modos orquestrados (textos, imagens, gestos, sons e outros) potencializam a carga de significados de uma representação. Neste sentido, as análises desta Dissertação confirmam que as representações são mais informativas quando os diversos modos se complementam em objetos audiovisuais, propiciando características dinâmicas e conceituais mais amplas do que aquelas possíveis nas expressões escritas e em imagens estáticas. Na perspectiva do ensino de Química, os resultados deste trabalho permitem concluir que as abordagens multimodais, ao facilitarem a expressão das representações mentais dos alunos, podem ter grande importância para a ressignificação de múltiplos aspectos associados a elas e para incentivar a discussão coletiva das ideias, contribuindo para a melhoria da aprendizagem nesse campo do conhecimento.Representation of the chemical knowledge underlies the processes of teaching and learning Chemistry as well as its development and communication. There are multiple forms of representing the chemical phenomena in the most diverse ways: written texts, visual and audiovisual media, drawings. In the present work, we developed a Teaching/Learning Sequence to High School students concerning Transformations in a multimodal approach. The analysis of the material produced by the students was done on the grounds of the Grammar of Visual Design (GDV) proposed by Gunther Kress and Theo van Leeuwen and in the perspective of Social Semiotics. The categories that emerged from this analysis indicate that the multimodal approach facilitates the communication of the students because orchestrated modes of expression (texts, images, gestures, sounds and others) potentiate the meanings of a representation. In this sense, the results of this Dissertation confirm that the representations are more informative when the diverse modes complement each other in audiovisual objects, providing broader conceptual and dynamic characteristics than those possible in written expressions or in still images. From the perspective of teaching chemistry, the results of the multimodal approach implemented during this graduate work show that it is advantageous, by facilitating the expression of students´ mental representation. This aspect is essential for the re-signification of multiple elements associated with the representations as promotes the discussion of ideas, contributing to the improvement of learning in this field of knowledge.
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Hjalmarsson, Leah. "Förskollärares beskrivningar av barns berättande." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29453.
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Grundtesen är att barn i förskolan använder resurser, medier och teknologi i sitt meningsskapande och erövrande av språk. Förutom texter möter barn bilder, tecken och andra skriftspråkliga aktiviteter som är komplexa och varierade. Barns läsande och skrivande förenades och har fått en utvidgad betydelse i begreppet literacy. Syftet med studien är att undersöka hur förskollärare beskriver och förhåller sig till barns literacypraktiker i förskolan, med särskilt fokus på berättande.Genom en kvalitativ metod intervjuades sex förskollärare med olika arbetslivserfarenhet från sex olika avdelningar i tre olika förskolor. Den insamlade empirin analyserades och tolkades med hjälp av ett multimodalt och designorienterat perspektiv på lärande. Studiens resultat visar att literacy förekommer i förskolans värld. Literacy praktiseras av barn hela tiden i ett menings- och teckenskapande tillsammans med andra. Barns lärande förutsätts av förskollärares didaktiska design, där denne planerar, utformar och producerar resurser. Förskollärare iscensätter både lärmiljön och aktiviteter för att ge barn möjligheter att hitta sina lärandemönster och för att utveckla sin berättande-förmåga.I förskollärares arbete med berättande framkom det att det är barns literacypraktiker som är utgångspunkten. Barn skapar och återberättar berättelser med utgångspunkt i olika semiotiska föremål, antingen eget skapade eller med material som barn är intresserade av. Barns tillgång till digitala resurser används som verktyg för att skapa innehåll i sitt berättande. Barns berättelser speglar deras eller andras upplevelser, fantasier och observationer.
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Smith, Allison M. "Virtually Arming Genre with Politics? An Analysis of Electronic Military Recruitment in Venezuela, Colombia, and the United States. A Multimodal Approach." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26167.
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In this dissertation, I address the relationship between the content and design of governmental websites and the ideological interests of the overseeing political administrations. Three case studies contrast the contemporary political climates in the Bolivarian Republic of Venezuela, the Republic of Colombia, and the United Stastes with the form and function of their respective military recruitment homepages. Through a semiotic, and specifically multimodal lens, I aim to determine to what degree there is evidence of the governing poltical party’s ideological perspective on the websites.
To accomplish this task, each case study is introduced by a brief contemporary history in order to provide a summary of key political events within state. Each case study then includes a detailed analysis of 3-4 governmental homepages. Within those analyses, a comprehensive multimodal analysis is conducted for the most evocative content on each homepage. Finally, conclusions are reached for each case study, paying special attention to the content found along the reading path.
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Ivarsson, Julia. "”K[vinn]or bygger inte kojor” : En bildretorisk studie av barnboksfigurerna Mamma Mu och Kråkan ur ett kritiskt genusperspektiv." Thesis, Södertörns högskola, Retorik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44274.
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This essay examines how the picture book characters Mamma Mu and Kråkan are presented in text and illustrations. The purpose is to analyze how the interaction between the characters play out and how it can be interpreted from a critical gender perspective, and how picture books can set a scenery on how children perceive the world. The analysis is based on three entries from the book Mamma Mu bygger koja. Through a social semiotic theory approach and a multimodal method, the essay examines how the book’s various semiotic resources may reproduce gender norms. The essay discusses the differences and similarities in how Mamma Mu and Kråkan are presented. The analysis shows several differences, partly in how their facial expressions and mood are expressed, how detailed their actions are visualized, and in attitudes towards each other. The conclusion is that Mamma Mu has a calm and friendly demeanor and approach towards Kråkan. Kråkan, on the other hand, has a harsh, heated and diminishing demeanor and actions towards Mamma Mu. The author states that the way the female and male characters are portrayed in this picture book could replicate outdated and problematic gender norms and therefore should be problematized and questioned.