Display cases, catalogues and clock faces : multimodal social semiotic analysis of information graphics in civil engineering
- Authors: Simpson, Zach
- Date: 2019
- Subjects: Multimodal social semiotics , Information graphics , Engineering education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/294554 , uj:32051 , Citation: Simpson, Z. 2019. Display cases, catalogues and clock faces : multimodal social semiotic analysis of information graphics in civil engineering.
- Description: Abstract: This paper investigates the social semiotic practices surrounding use of information graphics within the specialized discourse of civil engineering. It combines the theoretical considerations of multimodal social semiotics and New Literacy Studies, which offers a conceptualisation of meaning-making as social practice. Methodologically, the paper draws on data collected as part of a two-year ethnographic investigation into the meaning-making practices introduced to students in a civil engineering higher education program offered by a large, public university in Johannesburg, South Africa. Data was collected through observation and reflection on the part of the researcher, as well as through collection of documentary artefacts...
- Full Text:
- Authors: Simpson, Zach
- Date: 2019
- Subjects: Multimodal social semiotics , Information graphics , Engineering education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/294554 , uj:32051 , Citation: Simpson, Z. 2019. Display cases, catalogues and clock faces : multimodal social semiotic analysis of information graphics in civil engineering.
- Description: Abstract: This paper investigates the social semiotic practices surrounding use of information graphics within the specialized discourse of civil engineering. It combines the theoretical considerations of multimodal social semiotics and New Literacy Studies, which offers a conceptualisation of meaning-making as social practice. Methodologically, the paper draws on data collected as part of a two-year ethnographic investigation into the meaning-making practices introduced to students in a civil engineering higher education program offered by a large, public university in Johannesburg, South Africa. Data was collected through observation and reflection on the part of the researcher, as well as through collection of documentary artefacts...
- Full Text:
Quantitative literacy practices in civil engineering study: designs for teaching and learning
- Prince, Robert, Simpson, Zach
- Authors: Prince, Robert , Simpson, Zach
- Date: 2016
- Subjects: Quantitative literacy , Higher education studies , Multimodal social semiotics
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/90879 , uj:20035 , Citation: Prince, R. & Simpson, Z. 2016. Quantitative literacy practices in civil engineering study: designs for teaching and learning.
- Description: Abstract: Higher education needs to produce increasing numbers of good quality graduates. Included herein is the need for graduates that can engage in high level quantitative literacy practices, which requires designs for learning that understand how texts are constructed through language, images and mathematical notation, which together form the meaning-making repertoire of quantitative literacy. This paper applies a framework for quantitative literacy events in the analysis of a particular graphical procedure used during undergraduate civil engineering courses throughout South Africa. The framework draws on the New Literacies Studies’ view of literacy as social practice and examines the specific practices that students need to engage with during individual quantitative literacy events. Application of the framework demonstrates that such graphical procedures constitute quantitative literacy events in which students engage in various quantitative practices, the implications of which inform designs for learning in civil engineering in several key respects.
- Full Text:
- Authors: Prince, Robert , Simpson, Zach
- Date: 2016
- Subjects: Quantitative literacy , Higher education studies , Multimodal social semiotics
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/90879 , uj:20035 , Citation: Prince, R. & Simpson, Z. 2016. Quantitative literacy practices in civil engineering study: designs for teaching and learning.
- Description: Abstract: Higher education needs to produce increasing numbers of good quality graduates. Included herein is the need for graduates that can engage in high level quantitative literacy practices, which requires designs for learning that understand how texts are constructed through language, images and mathematical notation, which together form the meaning-making repertoire of quantitative literacy. This paper applies a framework for quantitative literacy events in the analysis of a particular graphical procedure used during undergraduate civil engineering courses throughout South Africa. The framework draws on the New Literacies Studies’ view of literacy as social practice and examines the specific practices that students need to engage with during individual quantitative literacy events. Application of the framework demonstrates that such graphical procedures constitute quantitative literacy events in which students engage in various quantitative practices, the implications of which inform designs for learning in civil engineering in several key respects.
- Full Text:
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