Understanding semiotic technology in university classrooms: a social semiotic approach to PowerPoint-assisted cultural studies lectures

In this paper, we propose a social semiotic approach to studying PowerPoint in university classrooms. Our approach is centred on two premises: (1) PowerPoint is a semiotic technology that can be integrated into the pedagogical discourse of classrooms, and (2) PowerPoint technology encompasses three...

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Published inClassroom discourse Vol. 5; no. 1; pp. 71 - 90
Main Authors Zhao, Sumin, van Leeuwen, Theo
Format Journal Article
LanguageEnglish
Published Routledge 02.01.2014
Subjects
Australia
Case studies
Computer assisted teaching
Computer Software
Course Content
Cultural Education
Cultural studies
Foreign Countries
Higher Education
Lecture Method
Multimedia teaching
multimodality
pedagogic discourse
Pictorial Stimuli
PowerPoint
Powerpoint (Computer program)
Recontextualisation
semiotic technology
Semiotics
social semiotics
Teaching Methods
university classrooms
University teaching
Australia
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Abstract In this paper, we propose a social semiotic approach to studying PowerPoint in university classrooms. Our approach is centred on two premises: (1) PowerPoint is a semiotic technology that can be integrated into the pedagogical discourse of classrooms, and (2) PowerPoint technology encompasses three interrelated dimensions of social semiotic practices: the design of the software, the composition of the slides and the slideshow-supported presentations, i.e. lectures. Using this approach, we explore how PowerPoint has been used in seven cultural studies lectures in an Australian university. Our analysis demonstrates how multimodal resources in PowerPoint have been used for pedagogic recontextualisation. More specifically, it shows how different semiotic resources have been deployed and combined to recontextualise two key types of knowledge - signifying practice and subjectivity - in the classroom discursive space, and how different strengths of pedagogic framing are achieved multimodally.
AbstractList In this paper, we propose a social semiotic approach to studying PowerPoint in university classrooms. Our approach is centred on two premises: (1) PowerPoint is a semiotic technology that can be integrated into the pedagogical discourse of classrooms, and (2) PowerPoint technology encompasses three interrelated dimensions of social semiotic practices: the design of the software, the composition of the slides and the slideshow-supported presentations, i.e. lectures. Using this approach, we explore how PowerPoint has been used in seven cultural studies lectures in an Australian university. Our analysis demonstrates how multimodal resources in PowerPoint have been used for pedagogic recontextualisation. More specifically, it shows how different semiotic resources have been deployed and combined to recontextualise two key types of knowledge - signifying practice and subjectivity - in the classroom discursive space, and how different strengths of pedagogic framing are achieved multimodally.
This paper proposes a social semiotic approach to studying PowerPoint in university classrooms. The approach is centred on two premises : PowerPoint is a semiotic technology that can be integrated into the pedagogical discourse of classrooms; and PowerPoint technology encompasses three interrelated dimensions of social semiotic practices: the design of the software, the composition of the slides and the slideshow-supported presentations, such as lectures. Using this approach, it explores how PowerPoint has been used in seven cultural studies lectures in an Australian university. The analysis demonstrates how multimodal resources in PowerPoint have been used for pedagogic recontextualisation. More specifically, it shows how different semiotic resources have been deployed and combined to recontextualise two key types of knowledge - signifying practice and subjectivity - in the classroom discursive space, and how different strengths of pedagogic framing are achieved multimodally. [Author abstract, ed]
Audience Higher Education
Postsecondary Education
Author van Leeuwen, Theo
Zhao, Sumin
AuthorAffiliation University of Technology, Sydney. Faculty of Arts and Social Science
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Notes Refereed article. Includes bibliographical references.
Special themed issue : Multimodality, Discourse and Learning
Classroom Discourse; v.5 n.1 p.71-90; May 2014
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Snippet In this paper, we propose a social semiotic approach to studying PowerPoint in university classrooms. Our approach is centred on two premises: (1) PowerPoint...
This paper proposes a social semiotic approach to studying PowerPoint in university classrooms. The approach is centred on two premises : PowerPoint is a...
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SubjectTerms Australia
Case studies
Computer assisted teaching
Computer Software
Course Content
Cultural Education
Cultural studies
Foreign Countries
Higher Education
Lecture Method
Multimedia teaching
multimodality
pedagogic discourse
Pictorial Stimuli
PowerPoint
Powerpoint (Computer program)
Recontextualisation
semiotic technology
Semiotics
social semiotics
Teaching Methods
university classrooms
University teaching
Title Understanding semiotic technology in university classrooms: a social semiotic approach to PowerPoint-assisted cultural studies lectures
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