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Designs for learning in higher education: A motion towards recognizing multimodal knowledge production in students' academic degree theses
University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education. (IBIS Forskargrupp)ORCID iD: 0000-0001-6537-6824
2023 (English)In: 11th International Conference on Multimodality: Designing Futures: Book of abstracts / [ed] Jiawei Ding, Karen Choi, Henrika Florén, London: University College London , 2023, p. 43-43Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

While writing has been the dominant mode in academia for a long time, multimodal social semiotics (e.g. Kress, 2003; 2010; Huang & Archer, 2017) and designs for learning (e.g. Selander & Kress, 2021) provide arguments for approaching other modes as viable resources for meaning-making and knowledge production, even in higher education. This presentation introduces a recent pilot study regarding possibilities and challenges in students’ production of multimodal degree theses within the teacher education in visual arts. The project was motivated by an interest in developing approaches to knowledge production and knowledge representation that acknowledge, and take advantage of, the visual as a valid mode and of epistemological qualities in transductive and transformative processes, while also providing possibilities for inclusion in a wide sense. The data consists of five multimodal and digitally disseminated degree theses (using Research Catalogue as a platform) and conversations with the five students who produced them. The analytical framework stem from multimodal social semiotics and designs for learning, analyzing students’ multimodal knowledge production and -representation (conceptualized as designs in learning) and the educational contexts framing their work (i.e. designs for learning). Preliminary findings suggest a number of positive effects, e.g. in relation to academic literacy, understanding of subject matter, social inclusion and identity; while also implying some challenges in terms of workload and construing cohesion in the multimodal text. In conclusion, the approach applied in this project appears as a possible first step towards a wider recognition of multimodal forms of knowledge representation in academia, while also indicating some issues that need further consideration.

Place, publisher, year, edition, pages
London: University College London , 2023. p. 43-43
Keywords [en]
designs for learning, multimodal knowledge representations, transformative and transductive processes, higher education, multimodal social semiotics
National Category
Didactics Pedagogy
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
URN: urn:nbn:se:konstfack:diva-9371OAI: oai:DiVA.org:konstfack-9371DiVA, id: diva2:1801967
Conference
11th International Conference on Multimodality (11ICOM)
Available from: 2023-10-03 Created: 2023-10-03 Last updated: 2023-10-05Bibliographically approved

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https://internationalconferencemultimodality11.wordpress.com/programme/

Authority records

Lindstrand, Fredrik

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