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Can we take young pupils’ understanding of Illustrations for granted? Investigating multi-modally presented learning-contents in school science and mathematics
Högskolan i Borås, Institutionen för Pedagogik.
Högskolan i Borås, Institutionen för Pedagogik.
Högskolan i Borås, Institutionen för Pedagogik.
2011 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

New ways of presenting information have affected both contemporary society and education. School textbooks and other teaching aids for young pupils nowadays typically include, or sometimes entirely build on, illustrations and visual information. During the latest decades our view on literacy has shifted towards also comprising, as a necessity, visual and multimodal literacies Kress (2003). When using visual information in education, the transparency of pictures and models is often regarded as unproblematic. However, transparency is not an innate quality of illustrations and cannot be taken for granted (Pintó & Ametller, 2002). On the contrary, visual information is always coded and interpretations are always related to culture and context, so we must always ask what aspects of illustrations are easily understood by our young pupils’ and what aspects may be stumbling blocks for them.

sted, utgiver, år, opplag, sider
2011.
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
URN: urn:nbn:se:hb:diva-6598Lokal ID: 2320/9133OAI: oai:DiVA.org:hb-6598DiVA, id: diva2:887294
Konferanse
The European Conference on Educational Research, ECER 2011, Berlin, September 13-16
Tilgjengelig fra: 2015-12-22 Laget: 2015-12-22 Sist oppdatert: 2017-10-17bibliografisk kontrollert

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http://www.eera-ecer.de/ecer-programmes/conference/ecer-2011/contribution/1595-2/?no_cache=1&cHash=787fc0535773fffc1217930a9b818565

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Åberg-Bengtsson, LisbethOttosson, TorgnyBeach, Dennis

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