Class schedule

Class resources

Tapped In

Course Description

Courses in the series "Problems in Language, Reading and Culture" deal with the various important and current themes that impact our broad area of scholarship. This instance, LRC 696a, will cover the basics of semiotics (the study of signs and symbols), and the role of media in our visual culture, and the changing nature of education in this enviromment. We will deal with new literacies in the computer-mediated language arts classroom, affordances of new technologies for communication that have changed the way we must look at literacy itself.

Semiotics is the study of sign systems and the creation of sign systems. Media production tools are more avaialbe to the learner and teachers than ever before. Education takes place in a largely visual culture where schools, classrooms, materials and books are designed for a variety of purposes. As we face new ideas about what constitutes literacy, this seminar will focus on semiotics and media in the field of education. Topics will include new literacies, new media, media literacy, visual culture and the move from page to screen. We will examine examples of educational media and tools for the production of same, consider the roles of media in education and discuss possible implications for teaching and learning.

Student participation will be extensive and, in part, determination the scope of this course.
Content of this course will include:

• research findings pertaining to Semiotics and Media in Education.
• analysis uses of media technology in language arts.
• design of instructional modules for the reading/language arts curriculum.
• relevant research goals.

Course Objectives

Students will:

• research the literature
• engage in and reflect on class activities
• identify areas for potential research and development

Course Format

This course is a weekly seminar with a library or field research component, and on line discussions and reflections. Student teams will report research on related topics. Individual student research projects and processes will be shared with the class.


Major assignments

Students in LRC696a will complete:

1. Annotated bibliography Select 6 current -1995 or later- journal articles related to your research area in technology and literacy. Include the citation (APA style) and a few paragraphs in summary of questions, methodology, findings, and implications therein.

2. Critical analysis of four examples of media and education in interface. Give your rationale and semiotic basis for evaluation.

3. Write a major term paper based on a topic brought forward in the seminar, citing related literature. 20 pgs.

Or,

4. Create a major research proposal focusing on the role of semiotics and media in education. Determine a research question (s), a population, a methodology, review the literature and suggest some probably outcomes or hypotheses. 15 pgs.

Grading Policy Contributions to the scholarly discourse of the class will count heavily in students grades as will the research proposal. The annotated bibliographies. and critiques will be on a pass/fail basis only, but must be completed in order to receive full credit for other work.

Attendance Policy

Attendance is required, as is punctuality. If something should necessitate your missing class, notify the instructor in writing or e-mail prior to class.

Equipment and Insurance

When it is in your possession, you are solely responsible for equipment checked out of the Instructional Technology Facility for use in this course. For insurance purposes, equipment must stay on campus overnight. Ignoring ITF policies can result in suspension of equipment check out privileges.

Textbooks:

Chandler, Daniel (2005). 2nd Ed. Semiotics, the Basics. Routhledge.

Smith-Shank, Deborah (2004) Semiotics and Visual Culture. NAEA

Vadislaus Semali (Ed.) (2002) Transmediation in the Classroom: A Semiotics –Based Media Literacy Framework. New York: Peter Lang

 

Readings: partial list

• David H. Jonassen (Editor) (2004) Handbook of Research on Educational
Communications and Technology Mahwah, NJ:LEA.
• Kress, Gunther (2003) Literacy in the New Media Age. London:Routledge
• Krendal, K.A. & Warren, R. (2004) Communications effects of noniteractive media: Learning in out-of-school context . In (see above)
• Gee, James (2003) What Video Games have to Teach Us about Learning and Literacy. New York City: Palgrave, Macmillan
• David Barton, Mary Hamilton & Roz Ivaniç (2000) (Eds.) Situated Literacies: Reading and Writing in Context. London: Routledge
• Eco, Umberto (1976) A Theory of Semiotics. Bloomington: Indiana Press.
• Kress, G. & van Leeuwen, T. (2001) Multimodal Discourse: The modes and media of contemporary Communication. London: Arnold.
• Gee, J.P. (2005) Semiotic Social Spaces and Affinity Spaces: From the Age of • Mythology to Today's Schools. In, Beyond Communities of Practice: Language, Power, and Social Context, David Barton and Karin Tusting, (Eds.): London: Cambridge University Press. pp. 214-32.
• Leu, D. J. Jr. (2002). Literacy and technology: Deitic consequences for literacy education in an information age. In M.L. Kamil, P. Rosenthal, P.D. Pearson, and R. Barr (Eds.) Handbook of Reading Research, Volume III. Mahwah, NJ: Erlbaum.

Final exam: Check official University schedule [tba]
 

 

Please read:  LRC Statement of Principles

Return

Top