A scoping review of research on disciplinary use of graphics-text-constructs in didactic learning materials
DOI:
https://doi.org/10.7146/lt.v10i17.156892Keywords:
Learning materials, disciplinary literacy, multi modality, scoping reviewAbstract
Instructional materials are to an ever-greater degree using visual representations to support student learning. The theory of disciplinary literacy shows that distinctive verbal features reflect each subject’s approach to cognition and understanding. This emphasizes the need to understand what types of multimodality students encounter in learning materials in and across disciplines. This scoping review creates an overview of what the research literature tells us about how content area literacy is manifested multimodally in didactic learning materials for elementary schools. Didactic learning materials are learning resources made for purposes of teaching and learning. We include 50 methodologically diverse research articles published between 2002-2023. We carry out thematic analysis to understand how disciplinary specificity is manifested multimodally in the articles, whether the focus of the studies is on design, use and/or impact, what methods were used, and whether multimodality is viewed as a resource for supporting learning or as something students need to be taught.
References
Included articles
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