Subject specific use of multimodality on Danish digital portals
Characterization of the interplay between written text and visual elements in selected subjects.
DOI:
https://doi.org/10.7146/lt.v10i17.158793Keywords:
instructional materials, multimodality, text-image-relations, disciplinary literacyAbstract
The article uses a newly developed model for analysing subject-specific potential in the interaction between written text and visual elements in didactic learning materials to analyse the two most frequently used courses in Alinea's and Gyldendal's digital portals. The analysis is carried out in four courses in the subjects geography, mathematics, nature/technology, danish, religious education and history (n=24). The article provides an empirically based contribution to the mapping of the use of multimodality in Danish digital learning materials. Furthermore, the article contributes to conceptual development by creating a supra-disciplinary language (typology) for the interaction between written text and visual elements, and for the subjects analysed, a discipline-specific language (typology) for this interaction. The results are relevant for student teachers, teachers and producers of learning materials.
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