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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
University of Borås, School of Education and Behavioural Science.
University of Borås, School of Education and Behavioural Science.
University of Borås, School of Education and Behavioural Science.
2011 (English)Conference paper, (Refereed)
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.

Place, publisher, year, edition, pages
2011.
National Category
Pedagogy Mathematics
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-6598Local ID: 2320/9133OAI: oai:DiVA.org:hb-6598DiVA: diva2:887294
Conference
The European Conference on Educational Research, ECER 2011, Berlin, September 13-16
Available from: 2015-12-22 Created: 2015-12-22

Open Access in DiVA

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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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