The Construction of Interactive and Multimodal Reading in School--A Performative, Collaborative and Dynamic Reading

Autor/inn/en	Bodén, Ulrika; Stenliden, Linnéa; Nissen, Jörgen
Titel	The Construction of Interactive and Multimodal Reading in School--A Performative, Collaborative and Dynamic Reading
Quelle	In: Journal of Visual Literacy, 42 (2023) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bodén, Ulrika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-144X
DOI	10.1080/1051144X.2023.2168395
Schlagwörter	Visual Literacy; Visual Learning; Secondary Schools; Reading Ability; Teacher Student Relationship; Multimedia Materials; Computer Oriented Programs; Secondary School Students; Secondary Education; Cognitive Ability; Content Analysis; Social Sciences; Networks; Visual Stimuli + Suchen Sie Ihr Suchwort? Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Visual education; Visuelles Lernen; Sekundarschule; Reading competence; Lesekompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Computerprogramm; Sekundarschüler; Sekundarbereich; Denkfähigkeit; Inhaltsanalyse; Social science; Sozialwissenschaften; Gesellschaftswissenschaften
Abstract	This study aims to demonstrate how interactions between a Visual Analytics (VA) application and students shape an interactive and multimodal reading practice. VA is a technology offering support with analysing vast amounts of data through visualisations. Such information-rich interactive interfaces provide possibilities for students to gain insights, find correlations, draw conclusions and gain insights, but they also generate complexities concerning how to 'read' multimodal information on a screen. Inspired by Design-Based Research, interventions were designed and conducted in five social science secondary classrooms. The interactions between the VA application Statistics eXplorer and the students were video captured. A socio-material semiotic approach guides the analyses of how interactions between all actors (the interactive visualisations, the written text, the teachers, students, etc.) produce a reading network. The results show a reading characterised by being performative, collaborative, and dynamic. A combination of visuals and text supports the reading. However, visuals such as colour, highlighting and movement dominantly attract students' attention, while written text often becomes subordinate and sometimes even 'invisible'. Hence, this paper argues that it is vital for teachers to didactically support students' visual reading skills. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01