High school science infographics : Multimodal meaning complexes in composite image-language ensembles

Journal article


Unsworth, Len. (2021). High school science infographics : Multimodal meaning complexes in composite image-language ensembles. Pensamiento Educativo, Revista de Investigacion Educacional Latinoamericana . 58(2), pp. 1-18. https://doi.org/10.7764/PEL.58.2.2021.9
AuthorsUnsworth, Len
Abstract

[English] The complexity of science discourse has long been recognized as challenging for many students. Systemic functional linguistic accounts of technicality and meaning aggregation, differentiating scientific and everyday discourse, have explicated the linguistic complexity confronting students. The complexity of images and image-language ensembles in science discourse have not been similarly delineated. Two aspects of multimodal meaning-making have not been sufficiently theorized to support pedagogies of visualization interpretation and creation in science: (1) the role of the verbiage within scientific visualizations has been largely ignored; (2) image analysis has emphasised single-structure images e.g. narrative or classificational or analytical, whereas multiple structures in a single image is a frequent and significant resource in science. This paper outlines a framework describing the co-deployment of image and verbiage to construct multi-structure image-language ensembles in high school science textbooks. Using this framework two investigations are described: (1) variation among textbook infographics in image-language co-articulation representing meaning complexes of phenomena such as mitosis; (2) the relationship between co-articulation of image-language resources and achievement level in infographics constructed by senior high school students. Implications are drawn for extending transdisciplinary research in educational semiotics and science education and for pedagogies of multimodal disciplinary literacy development in high school science.

[Española] Desde hace tiempo, la complejidad del discurso científico ha sido identificada como desafiante para muchos estudiantes. Los análisis de la lingüística sistémico funcional sobre tecnicalidad y agregación de significados, que diferencian el discurso científico del cotidiano, han explicado la complejidad lingüística a la que se enfrentan los estudiantes. La complejidad de las imágenes y los ensambles de imagen-lenguaje en el discurso científico no ha sido descrita de manera similar. Dos aspectos de la construcción de significados multimodales no se han teorizado suficientemente para apoyar a las pedagogías de interpretación y creación de visualizaciones en las ciencias: 1) se ha ignorado en gran medida el rol de lo verbal dentro de las representaciones visuales científicas; 2) el análisis de imágenes ha hecho hincapié en las imágenes de estructura simple, por ejemplo narrativas, clasificatorias o analíticas, mientras que las estructuras múltiples en una sola imagen son un recurso frecuente y significativo en las ciencias. Este artículo presenta un marco en el que se describe el codespliegue de la imagen y la palabra para construir ensambles de estructura múltiple imagen-lenguaje en los libros de texto de ciencias para secundaria. Usando este marco, se describen dos investigaciones: (1) la variación entre las infografías de los libros de texto en la coarticulación imagen-lenguaje, que representa complejos de significados de fenómenos como la mitosis; (2) la relación entre la coarticulación de los recursos imagen-lenguaje y el nivel de logro en las infografías construidas por los estudiantes de secundaria. Se establecen implicancias para extender la investigación transdisciplinaria en semiótica educativa y en educación científica, y para pedagogías que promuevan el desarrollo de la literacidad disciplinar multimodal en ciencia para la escuela secundaria.

Keywordsscience literacy; infographics; multimodality; systemic functional linguistics; textbooks; literacidad en ciencias; infografías; multimodalidad; lingüística sistémico funcional; libros de texto
Year2021
JournalPensamiento Educativo, Revista de Investigacion Educacional Latinoamericana 
Journal citation58 (2), pp. 1-18
PublisherPontificia Universidad Catolica de Chile
ISSN0719-0409
Digital Object Identifier (DOI)https://doi.org/10.7764/PEL.58.2.2021.9
Scopus EID2-s2.0-85120683155
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-18
FunderAustralian Research Council (ARC)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online04 Oct 2021
Publication process dates
Accepted08 Jun 2021
Deposited18 Mar 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/LP160100263
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