Untitled

Nikolajeva, Maria; Scott, Carole

doi:10.1023/a:1026426902123

Cited by 136 publications

(18 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Not only choices of mode, but also the interaction of modes is important in multimodal production (van Leeuwen, 2005;Maagerø and Tønnesen, 2014;Løvland, 2007). Often written text functions as anchoring of the many possible meanings of a picture, but modes can also complement each other and elaborate or extend an existing meaning (van Leeuwen, 2005;Barthes, 1994), or they might even contrast each other in order to express polyphonic or disharmonic messages, as is the case in many postmodern children's books (Nikolajeva and Scott, 2000). When producing and assessing multimodal texts, an understanding of the possible interactions of modes is thus an important prerequisite.…”

Section: Multimodal Text Practices In Schoolmentioning

confidence: 99%

Supporting the Legitimacy of Quality Criteria for Multimodal Production in School

Hoffmeyer

Jensen

Olsen

2020

Designs for Learning

View full text Add to dashboard Cite

Creativity, communication and information literacy are among the competences often mentioned as required for students in the 21st century ('ATC21S', n.d.), and thus the competence to produce digital multimodal texts has become crucial. Furthermore, multimodal student production understood as a meaning-making activity can be viewed as valuable for learning (Selander and Kress, 2012). Accordingly, the national curriculum for the Danish school includes a description of the student as a 'goal-oriented and creative producer' in every school subject under the heading of 'IT and media' (Undervisningsministeriet, n.d.b). Unfortunately, international studies on computer and information literacy (ICILS) show that multimedia production tools are rarely employed by teachers (Fraillon, Ainley, Schulz, Friedman and Gebhardt, 2014) and that Danish students do not carry out more advanced forms of digital communication as frequently as students of the same age in other countries (Bundsgaard, Pettersson and Puck, 2014). Furthermore, a national study on student products and assignments in Danish, Mathematics and Science show a tendency with teachers to encourage monomodal rather than multimodal productions, leaving potentials of meaning making through multimodality unrealised (Sloth, Hansen and Bremholm, 2016). In other words, it seems that learning potentials of digital multimodal student production are not fully utilised in the school subjects in Denmark. From a social semiotic perspective, learning is an activity of sign-making, where the meaning of signs is socially and culturally defined (Selander and Kress, 2012). But in a school set up for more traditional literacy genres, teachers often fail to acknowledge how new multimodal genres communicate meaning (

show abstract

Section: Multimodal Text Practices In Schoolmentioning

confidence: 99%

Supporting the Legitimacy of Quality Criteria for Multimodal Production in School

Hoffmeyer

Jensen

Olsen

2020

Designs for Learning

View full text Add to dashboard Cite

show abstract

“…När det gäller den informativa delen av texterna handlar det om förstärkande interaktion (Nikolajeva & Scott, 2000) mellan de båda teckenvärldarna. Texten tillför information som ofta inte går att utläsa av bilden i sin helhet eller av detaljer i den och är väsentlig för att adekvat mening ska kunna skapas om de skeenden som illustreras.…”

Section: Figur 1 Spelet Vattenvandringenunclassified

”Men det åker inte upp i himlen!” Förskolebarn resonerar om vattnets kretslopp illustrerat i ett tärningsspel

Bergnell

Åberg‐Bengtsson

2019

NorDiNa

View full text Add to dashboard Cite

Abstract. Even though water is a frequently addressed theme in preschool education and illustrations of different kinds are typically used to explain pre-science concepts, there is a remarkable shortage of studies in this part of the educational research field. The present article deals with 4–6-year-olds making meanings about the water circle from a board and dice game. Video-recorded sessions with small groups of children have been used and analysed from socio-semiotic and cultural historical perspectives. The results show that even though the children referred to and made intended meaning of several of the illustrated water phenomena, it seemed difficult for them to come to grips with the water circle as such. In particular this seems to be a result of the fact that the concept of evaporation was a stumbling block that was too abstract to overcome.

show abstract

“…Maria Nikolajeva and Carole Scott (Nikolajeva and Scott 2000) make general sense of text-image relations by classifying them as, for example, symmetrical, enhancing and contradictory interactions. Although these terms were designed to analyze children's picturebooks, they can also be used to approach various types of texts, and they will be used at some points of my analysis.…”

Section: Approaching Text-image Relationsmentioning

confidence: 99%

Nostalgic Nuances in Media in the Red Book Magazine Version of F. Scott Fitzgerald’s “The Rich Boy”

Sieweke

2018

Humanities

View full text Add to dashboard Cite

The present article attempts to contribute to both Fitzgerald scholarship and nostalgia studies by examining how text, illustration, and advertisement enter into dialogue in the original magazine format of F. Scott Fitzgerald’s short story “The Rich Boy”. As research is still scarce on Fitzgerald’s stories as they were first published, this field may hold new, potential research paths for this canonical author, a few of which I endeavor to explore here. This paper suggests that this 1926 magazine version offers a unique nostalgic experience that differs from the reading of Fitzgerald’s text in an image-free anthology. It argues that, with some exceptions, these media generally interact in a cohesive way that echoes or reinforces a nostalgic mood. Niklas Salmose’s typology of nostalgic strategies will be used to draw out the nostalgia in these media, and an intermedial approach will be employed to investigate how they engage in nostalgic dialogue.

show abstract

Untitled

Cited by 136 publications

References 5 publications

Supporting the Legitimacy of Quality Criteria for Multimodal Production in School

Supporting the Legitimacy of Quality Criteria for Multimodal Production in School

”Men det åker inte upp i himlen!” Förskolebarn resonerar om vattnets kretslopp illustrerat i ett tärningsspel

Nostalgic Nuances in Media in the Red Book Magazine Version of F. Scott Fitzgerald’s “The Rich Boy”

Contact Info

Product

Resources

About