1st Edition

Multimodal Signs of Learning Tracking Semiosis in the Classroom

By Shirley Palframan Copyright 2022
    182 Pages 25 B/W Illustrations
    by Routledge

    182 Pages 25 B/W Illustrations
    by Routledge

    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?



    Shirley Palframan has 25 years experience in international education and completed her PhD at the London Institute of Education.

    "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