Multimodal Signs of Learning Tracking Semiosis in the Classroom
Multimodal Signs of Learning proposes a methodology to uncover evidence of learning in students’ multimodal compositions. Informed by social semiotic theory, the book tracks representation of subject content from physical and embodied teaching resources to students’ handmade artefacts and physical presentations.
Using materials from secondary school history and science classrooms, multimodal realizations of specific representational processes are tracked from the input of resources through to the students’ multimodal compositions – their posters, models and physical presentations. Through tracking semiosis, the book exposes the epistemologies inherent in the representational choices articulated in the students’ multimodal designs. These, it is argued, are to be valued as signs of learning. Learning is thus characterized as ‘design’ and the transformation of subject content through representation in different modes shown not only to promote learning, but also to contain evidence for its recognition.
The book raises important questions about what constitutes multimodal learning and how it can be applied. It contributes to the growing body of research into the changing dynamics of classrooms and assessment practices and will be of great interest to researchers, and academics in the fields of education research, multimodality, semiotics and communication.
Chapter 1: Introduction
Chapter 2: Theoretical Principles and Perspectives
Chapter 3: Multimodal Classroom Data: theoretical positioning
Chapter 4: Tracking Semiosis: framing the representational structures
Chapter 5: Macro Semiosis: classroom contexts
Chapter 6: Micro Semiosis: students’ designs
Chapter 7: Tracking Semiosis: science lessons case study
Chapter 8: Tracking Semiosis: history lessons case study
Chapter 9: Signs of Learning: process charting
Chapter 10: Signs of Learning: mode mapping
Chapter 11: Signs of Learning: conformity or divergence?
"This book offers a systematic methodological contribution to the field of multimodality, whilst at the same time contributing to understandings of learning in rapidly changing classroom contexts."
Arlene Archer, Associate Professor, University of Cape Town