Students' Multimodal Knowledge Sharing in School: Spatial Repertoires and Semiotic Assemblages

Autor/inn/en	Stenliden, Linnea; Nissen, Jörgen
Titel	Students' Multimodal Knowledge Sharing in School: Spatial Repertoires and Semiotic Assemblages
Quelle	In: Education and Information Technologies, 27 (2022) 4, S.5665-5688 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stenliden, Linnea) ORCID (Nissen, Jörgen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10837-0
Schlagwörter	Elementary School Students; Visual Aids; Data Analysis; Visualization; Social Sciences; Intermode Differences; Learning Modalities; Student Projects + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Auswertung; Visualisation; Visualisierung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lernumgebung; Schulprojekt
Abstract	In a world 'flooded' with data, students in school need adequate tools as Visual Analytics (VA), that easily process mass data, give support in drawing advanced conclusions and help to make informed predictions in relation to societal circumstances. Methods for how the students' insights may be reformulated and presented in 'appropriate' modes are required as well. Therefore, the aim in this study is to analyse elementary school students' practices of communicating visual discoveries, their insights, as the final stage in the knowledge-building process with an VA-application for interactive data visualization. A design-based intervention study is conducted in one social science classroom to explore modes for students presentation of insights, constructed from the interactive data visualizations. Video captures are used to document 30 students' multifaceted presentations. The analyses are based on concepts from Pennycook (2018) and Deleuze and Guattari (1987). To account for how different modes interact, when students present their findings, one significant empirical sequence is described in detail. The emerging communicative dimensions (visual-, bodily- and verbal-) are embedded within broad spatial repertoires distributing flexible semiotic assemblages. These assemblages provide an incentive for the possibilities of teachers' assessments of their students' knowledge outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01