NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1217988
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-144X
Visual Literacies in a U.S. Undergraduate Writing Course: A Case Study of Transmediation
Min, Jeeyoung
Journal of Visual Literacy, v38 n1-2 p83-99 2019
This interpretive case study examines how undergraduate students enact visual literacies, focusing on transmediation from visual-embedded research papers into multimodal brochures, in an entry-level college writing course at a large research university in the U.S. Data sources included students' artifacts, interview transcripts, and field notes. A four-dimensional interpretation model for multimodal composing practices was used to analyze and interpret the data sources. Findings revealed that undergraduates shaped their understandings of multimodal representation of brochures through the process of noticing, conceptualizing, constructing, and conveying social meanings of multimodal assemblages. As iterating over the process through the six stages of teaching brochure composition in class, the undergraduates reshaped their multimodal understandings for a better representation and communication of multimodal social meanings of the brochures. The study has implications for the significance of the infusion of explicitly taught visual literacies into college preparatory writing for the growth and development of visual composers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A