Uncovering Scientific and Multimodal Literacy through Audio Description

Autor/in	Holsanova, Jana
Titel	Uncovering Scientific and Multimodal Literacy through Audio Description
Quelle	In: Journal of Visual Literacy, 39 (2020) 3-4, S.132-148 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holsanova, Jana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-144X
DOI	10.1080/1051144X.2020.1826219
Schlagwörter	Multiple Literacies; Language Usage; Visual Aids; Protocol Analysis; Auditory Stimuli; Audio Equipment; Foreign Countries; Periodicals; Scientific Research; Educational Technology; Technology Uses in Education; Learning Activities; Visual Stimuli; Concept Formation; Cognitive Processes; Semiotics; Sweden + Suchen Sie Ihr Suchwort? Sprachgebrauch; Anschauungsmaterial; Auditive Stimulation; Audio-CD; Ausland; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernaktivität; Concept learning; Begriffsbildung; Cognitive process; Kognitiver Prozess; Semiotik; Schweden
Abstract	Today's scientific texts are complex and multimodal. Due to new technology, the number of images is increasing, as is their diversity and complexity. Interaction with complex texts and visualizations becomes a challenge. How can we help readers and learners achieve multimodal literacy? We use data from the audio description of a popular scientific journal and think-aloud protocols to uncover knowledge and competences necessary for reading and understanding multimodal scientific texts. Four issues of the printed journal were analyzed. The aural version of the journal was compared with the printed version to show how the semiotic interplay has been presented for the users. Additional meaning-making activities have been identified from the think-aloud protocol. As a result, we could reveal how the audio describer combined the contents of the available resources, made judgements about relevant information, determined ways of verbalizing visual information, used conceptual knowledge, filled in the gaps missing in the interplay of the resources, and reordered information for optimal flow and understanding. We argue that the meaning-making activities identified through audio description and think-aloud protocols can be incorporated into instruction in educational contexts and can thereby improve readers' competencies for reading and understanding multimodal scientific texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01