Document Type

Article

Journal/Book Title/Conference

Visual Communication

Volume

15

Publisher

SAGE Publications

Publication Date

2-2016

DOI

doi: 10.1177/1470357215609213

Abstract

Framed in theories of social semiotics, this descriptive multiple case study examined the images used by six middle-school teachers during one school year as they each taught two different subject areas: earth science, language arts, mathematics, and/or social studies. Using Kress and Van Leeuwen’s visual grammar to analyze these images, this study identified discipline-specific patterns in how 1,132 images realized assumptions in regards to the ideational and interpersonal metafunctions of communication. A content analysis suggested discipline-specific differences in the presumed social distance between the content of the images and the students, as well as discipline-specific differences in assumptions about the subjectivity of knowledge. Instructional implications are suggested, such as encouraging students to critique the assumptions in images and selecting a wider array of image types in each discipline.

Comments

Copyright © 2016 by SAGE Publications

Publishers version can be found here: http://vcj.sagepub.com/content/15/1/3.abstract

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