dc.contributor.author | Jusslin, Sofia | |
dc.contributor.author | Magnusson, Ulrika | |
dc.contributor.author | Rejman, Katarina | |
dc.contributor.author | Heilä-Ylikallio, Ria | |
dc.contributor.author | Björklund, Siv | |
dc.contributor.editor | | |
dc.date.accessioned | 2021-07-15T05:39:02Z | |
dc.date.available | 2021-07-15T05:39:02Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Jusslin, S., Magnusson, U., Rejman, K., Heilä-Ylikallio, R., Björklund, S. (2020). Meaning-making in fifth-graders’ multimodal texts : Towards a vocabulary of semiotic potentials in different modes. <em>Apples : Journal of Applied Language Studies</em>.14(2), 47-66. <a href='https://doi.org/10.47862/apples.99133'>DOI: 10.47862/apples.99133</a> | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/77150 | |
dc.description.abstract | Despite a growing body of research on multimodal writing, scholars still express a
need for formal frameworks for discussing multimodal literacy practices and call for
research on multimodality in education that develops a vocabulary to approach
multimodal texts in teaching. This study answers this call by presenting an analysis
that adds to the field of multimodal writing research, and thus furthers the knowledge
of different semiotic potentials of modes in student-produced texts. Drawing on a
social semiotic approach to multimodality, a total of 299 texts, written by fifth-grade
students from three schools in Sweden and Finland, are analyzed. The aim is to
explore semiotic modes used in the student-produced written texts. The guiding
research questions are: (1) What modes are used in the texts, and (2) what meanings
are realized through the different modes in the texts. Results showed that six
different modes were used to realize meanings in five categories: create representative
meaning; visualize phenomena and assignments; foreground important areas; design
the text; and decorate the paper. These categories offer a vocabulary that can describe
semiotic potentials of the modes and how they realize different meanings in
multimodal texts. Such a vocabulary can aid teachers in cultivating, supporting, and
assessing students’ multimodal writings that contain multiple modes. From these
results, we suggest that acknowledging the diversity of the modes and their meanings
in student texts can help raise the awareness of how students also make meaning in
modes beyond writing and image. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Centre for Applied Language Studies, University of Jyväskylä | |
dc.relation.ispartofseries | Apples : Journal of Applied Language Studies | |
dc.rights | CC BY 4.0 | |
dc.subject.other | multimodal writing | |
dc.subject.other | semiotic modes | |
dc.subject.other | meaning-making | |
dc.subject.other | student | |
dc.subject.other | text | |
dc.subject.other | social semiotics | |
dc.title | Meaning-making in fifth-graders’ multimodal texts : Towards a vocabulary of semiotic potentials in different modes | |
dc.type | research article | |
dc.identifier.urn | URN:NBN:fi:jyu-202404243070 | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 47-66 | |
dc.relation.issn | 1457-9863 | |
dc.relation.numberinseries | 2 | |
dc.relation.volume | 14 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2020: The authors | |
dc.rights.accesslevel | openAccess | |
dc.type.publication | article | |
dc.format.content | fulltext | |
dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.47862/apples.99133 | |