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1.
Sylvia Pantaleo 《Literacy》2012,46(3):147-155
Colour, a visual element of art and design, is a semiotic mode that is used strategically by sign‐makers to communicate meaning. Understanding the meaning‐making potential of colour can enhance students’ understanding, appreciation, interpretation and composition of multimodal texts. This article features a case study of Anya, an 11‐year‐old student who participated in a classroom‐based research project that explored developing student visual meaning‐making skills and competencies by focusing specifically on a selection of visual elements of art and design in picture books and graphic novels. Excerpts from Anya's interview about her multimodal print text revealed that her intentional use of colour was affected by her participation in the learning opportunities afforded during the explorative study that included overt instruction about making meaning with colour. The semiotic analysis of Anya's use of colour in her multimodal text included a consideration of how the various distinctive features of colour were evident in her work. The article concludes with a discussion of pedagogical and assessment issues associated with teaching students about colour and other visual elements of art and design. 相似文献
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Susan Taylor Cox 《International journal of qualitative studies in education》2013,26(3):231-252
Relations among literary discourse constructed during oral storybook reading, current theories of reader response to literature, and research in classroom storybook reading are explored in this paper. Pursuing a Bakhtinian analysis of five readings of one picture storybook, the meaning‐making strategies used by kindergarten students and their teacher to appropriate literary discourse and, thereby, to define the situation in these storybook events is discussed. The paper is framed by a symbolic interactionist approach to the social negatiation of meaning, especially as meaning is negotiated in context through language. 相似文献
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Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry‐based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project‐based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project‐based pedagogy for seventh‐grade students from non‐mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project‐based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469–498, 2001 相似文献
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Lisa H. Schwartz 《Literacy》2014,48(3):124-135
This article addresses several challenges faced by educators and students in English classrooms in the US–Mexico borderlands region that will resonate with educators more broadly. I present how Ms Smith, the predominately Latino students in her high school writing class and I moved beyond what Ms Smith called the “tyranny of the five‐paragraph essay” used for standardised tests so that students were able to make personally and academically meaningful arguments in their writing. I examine how we collaboratively mobilised interests, motivations and diverse semiotic resources across out‐of‐school and in‐school contexts in the process of developing multimodal and hybrid genres and texts. First, I describe how Ms Smith and I crafted hybrid, digitally mediated classroom spaces and essay assignments informed by students' identity and literacy practices within digital networks. Next, I examine how three Latina students used semiotic resources and issues circulating in the different spaces of their lives to confidently argue their perspectives within the hybrid genres we created. From this collaborative work, I suggest that thinking of students and teachers as “semiotic boundary workers” provides a useful framework for practitioners who want to enable young people to draw on their practices and digital tools and engage their expansive, networked and creative affordances in academic contexts. 相似文献
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Elisabetta Adami 《Literacy》2011,45(1):44-50
Responding to ‘In defence of writing’ by Håvard Skaar, published in issue 43.1 of this journal (April 2009), the present article argues that (1) compared with text production ‘from scratch’, producing texts through copy‐and‐paste requires a different type of – rather than less – semiotic work, and that (2) digitally produced writing may involve the same amount of semiotic work as texts produced through digitally retrieved images. Supporting the argument with data drawn from the writer's teaching experience in three first‐year graduate courses of Scientific English for the Health Professions, the article discusses the changes in the abilities that are foregrounded/backgrounded (more/less required and developed) in the use of copy‐and‐paste for text production. The results indicate that rather than privileging one mode over another, the learners' semiotic work can be better assessed through a multilayered process of re‐signification and re‐elaboration of texts and contents into multiple modes. The conclusions suggest new priorities for teaching, learning and assessment in the light of the changes in our contemporary semiotic landscape. 相似文献
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Sylvia Pantaleo 《English in Education》2011,45(2):113-131
A multifaceted, classroom‐based research project explored how developing Grade 7 students’ knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and their subsequent creation of their own print texts. Analysis of two sources of data, the students’ written responses to Amulet ( Kibuishi 2008 ), one of the graphic novels read and discussed during the study, and the students’ opinions about the knowledge that is required to read and understand a graphic novel, indicated how the instruction about various graphic novel conventions had impacted the students’ awareness of and knowledge about the structural design of these multimodal texts. 相似文献
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John Yandell 《Changing English: An International Journal of English Teaching》2005,12(2):219-226
What happens when London secondary school students read literary texts in the classroom? Is the model of literacy, and of development in literacy, that is offered in official policy documents adequate to encompass the ways in which students read? If not, what gets left out of such policy‐derived accounts? And what part is played in such readings by students' knowledge of other texts, and of the world beyond the classroom? This paper seeks to address these questions through a series of snapshots of reading within different classrooms across London. 相似文献
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Katherine Erricker 《Literacy》2014,48(2):86-94
This article explores and compares the impact of studying a challenging literary text at GCSE on pupils with and without learning difficulties. It is based on the findings of a qualitative classroom‐based research project that analysed taped pupil conversations to measure the resilience of the response of secondary school students to reading Shakespearean texts. The data gathered from questionnaires and captured conversations in class suggests that pupils with learning difficulties become risk‐averse in their learning because they do not want to experience failure. They demonstrate signs of resilience in their classroom behaviour but are often under‐confident when working independently. Compared with students who are considered more academically able, pupils with learning difficulties find it difficult to negotiate the linguistic complexities of analytical discourse because it differs greatly from their own social lexis. These pupils are struggling to benefit from their encounters with challenging literature because they are not yet fluent scholars and are lacking opportunities to develop a confident critical voice of their own. 相似文献
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Owen Barden 《Literacy》2012,46(3):123-132
This article is derived from a study of the use of Facebook as an educational resource by five dyslexic students at a sixth form college in north‐west England. Through a project in which teacher‐researcher and student‐participants co‐constructed a group Facebook page about the students’ scaffolded research into dyslexia, the study examined the educational affordances of a digitally mediated social network. An innovative, flexible, experiential methodology combining action research and case study with an ethnographic approach was devised. This enabled the use of multiple mixed methods, capturing much of the rich complexity of the students’ online and offline interactions with each other and with digital media as they contributed to the group and co‐constructed their group Facebook page. Social perspectives on dyslexia and multiliteracies were used to help interpret the students’ engagement with the social network and thereby deduce its educational potential. The research concludes that as a digitally mediated social network, Facebook engages the students in active, critical learning about and through literacies in a rich and complex semiotic domain. Offline dialogue plays a crucial role. This learning is reciprocally shaped by the students’ developing identities as both dyslexic students and able learners. The findings suggest that social media can have advantageous applications for literacy learning in the classroom. In prompting learning yet remaining unchanged by it, Facebook can be likened to a catalyst. 相似文献
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Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a ‘visual grammatics’ 
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下载免费PDF全文 As well as maintaining the central role of literature, the new Australian Curriculum: English emphasises the multimodal nature of literacy and requires students in primary and secondary schools to develop explicit knowledge about visual and verbal grammar as a resource for text interpretation and text creation. This study investigated the use of visual grammatics in interpreting picture books by students across Years Four, Five, Seven and Ten following an intensive professional learning programme undertaken by their teachers. A proposed framework describes variation in students' interpretive stance from tactical to diegetic to semiotic. Levels of student semiotic understanding are differentiated and differences between students' oral and written interpretations are discussed in relation the need for explicit teaching of written interpretive responses to multimodal literary texts, drawing on an articulated visual and verbal grammatics appropriate to the teaching of English in primary and secondary schools. 相似文献
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David Pedder 《牛津教育评论》2013,39(2):213-234
Twelve years ago Blatchford and Mortimore's authoritative review of class size research appeared in this journal. They concluded that a major problem with class size research was the lack of detailed studies of complex classroom processes that might mediate class size effects on pupils' learning. This article reviews two UK class size reviews and quantitative, qualitative and mixed method class size research. Evidence from research, and insights from 30 years of classroom‐based inquiry, form the basis for the development of theoretical models of relationships between class size, classroom processes and pupils' learning. Recent research evidence from secondary school classrooms calls into question simple one‐way relationships between class size and pupils' learning. Politicians are challenged to face up to the complexities involved and to be open to more flexible approaches to reforming the organisation of teaching and learning in schools that go beyond expensive programmes of crude across‐the‐board class size reductions. Further class size research is recommended that incorporates sophisticated qualitative methods in order to adequately understand and represent the kinds of teacher and pupil expertise involved in promoting and maximising opportunities for high quality learning in different large and small class contexts in primary and secondary schools. 相似文献
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Pam Sammons Christopher Day Alison Kington Qing Gu Gordon Stobart Rebecca Smees 《British Educational Research Journal》2007,33(5):681-701
This article outlines the research design of a large‐scale, longitudinal research study in England intended to describe and explore variations in teachers' work, lives and their effects on pupils' educational outcomes. The study, funded by the Department for Education and Skills (DfES) and incorporated into the Teaching and Learning Research Programme (TLRP) as an ‘Associate Project’, used an innovative mixed‐methods research design to create case studies of 300 teachers in Years 2, 6 and 9. The research was conducted over three consecutive academic years and collected a wide range of data through interviews, questionnaire surveys of teachers' and pupils' views and assessment data on pupils' attainments in English and mathematics. The text summarises the main findings from the research in relation to four interconnected themes of the study: Professional Life Phases; Professional Identity; Relative Effectiveness; and Resilience and Commitment. The influence of school context, in terms of level of social disadvantage of pupil intake, is also investigated. Key findings and their implications for policy and practice are highlighted. 相似文献
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Victoria Pavlou 《The International Journal of Art & Design Education》2006,25(2):194-204
This article presents the findings from a small scale qualitative study which focused on pupils' perceptions of competence and motivation towards art experienced in school. These are considered as very important in shaping learning and teaching processes. In particular, the article focuses on the role that perceptions of competence play on pupils' quality of involvement and achievement in art. Participants were chosen based on age, gender and their stated perceptions of competence. Sixteen 11‐12 year olds were interviewed in groups and individually. Pupils' perceptions of competence are identified as a key factor in determining pupils' initial engagement and level of engagement with art activities. Moreover they are thought to be important in shaping their learning preferences at an age when pupils' uncertainty about their abilities in art making is getting stronger. The results are situated within the framework of achievement goal theory and have implications for teaching strategies and for ways of responding to pupils' learning preferences. 相似文献
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This study examined the influences of generational status, self‐esteem, academic self‐efficacy, and perceived social support on 367 undergraduate college students' well‐being. Findings showed that 1st‐generation students reported significantly more somatic symptoms and lower levels of academic self‐efficacy than did non‐1st‐generation students. In addition, students' generational status was found to moderate predictive effects of perceived family support on stress. Implications for professional practices, limitations, and directions for future research are discussed. 相似文献
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Maria Varelas Christine C. Pappas Eli Tucker‐Raymond Justine Kane Jennifer Hankes Ibett Ortiz Neveen Keblawe‐Shamah 《科学教学研究杂志》2010,47(3):302-325
In this study we explored how dramatic enactments of scientific phenomena and concepts mediate children's learning of scientific meanings along material, social, and representational dimensions. These drama activities were part of two integrated science‐literacy units, Matter and Forest, which we developed and implemented in six urban primary‐school (grades 1st–3rd) classrooms. We examine and discuss the possibilities and challenges that arise as children and teachers engaged in scientific knowing through such experiences. We use Halliday's (1978. Language as social semiotic: The social interpretation of language and meaning. Baltimore, MD: University Park Press) three metafunctions of communicative activity—ideational, interpersonal, and textual—to map out the place of the multimodal drama genre in elementary urban school science classrooms of young children. As the children talked, moved, gestured, and positioned themselves in space, they constructed and shared meanings with their peers and their teachers as they enacted their roles. Through their bodies they negotiated ambiguity and re‐articulated understandings, thus marking this embodied meaning making as a powerful way to engage with science. Furthermore, children's whole bodies became central, explicit tools used to accomplish the goal of representing this imaginary scientific world, as their teachers helped them differentiate it from the real world of the model they were enacting. Their bodies operated on multiple mediated levels: as material objects that moved through space, as social objects that negotiated classroom relationships and rules, and as metaphorical entities that stood for water molecules in different states of matter or for plants, animals, or non‐living entities in a forest food web. Children simultaneously negotiated meanings across all of these levels, and in doing so, acted out improvisational drama as they thought and talked science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 302–325, 2010 相似文献
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Sylvia Pantaleo 《Literacy》2007,41(1):16-25
Research has revealed how students draw upon other texts when writing their own texts. This article explores how the writing of Alyssa, a 10‐year‐old Grade 5 student, was influenced by her engagement with literature with Radical Change characteristics, as well as by her knowledge of and experience with other texts. Dresang's Radical Change taxonomy is used as a framework for analysing the storybook created by Alyssa. The article concludes with discussions of the intertextual nature of the literature used in the study, and the social nature of intertextuality in the research classroom. 相似文献
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This paper examines the ways in which the interpretation of a literary text is constructed through social interaction in a multi‐ethnic urban secondary school English classroom. The focus is on the literacy experiences of Year 10 students (age 14 to 15 years). We take a multimodal approach to understanding social interaction around texts and show that higher‐order literacy skills are realised and constructed through the configuration of talk and writing with a range of other representational and communicational modes, such as gesture, gaze, movement, and posture. We suggest that despite the exhaustive regulation of literacy and school English, some English teachers, while still curriculum and examination focused, have found strategies that give them space to make connections between texts and the experiences of their particular student intake. They do so in ways that link to wider social and moral issues, drawing on their own and their students' life experiences, to make cultural connections with the texts studied. The paper shows how a multimodal analysis of social interaction facilitates and extends understanding of the teaching that is taking place. 相似文献
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This study focuses on a secondary English classroom in an East London school, and the multimodal nature of the students’ construction of the literary heritage text Macbeth, specifically in their dramatic reinterpretation of Act 1, Scene 7, where Lady Macbeth persuades Macbeth to pursue his ambitions and kill the current king, Duncan. From this classroom event, this study goes on to explore how a social semiotic reading can reveal insights into school students’ learning and recreation of this text. 相似文献