Didactic Connotations of Text-book Pictorial Adjuncts

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F47813059%3A19240%2F21%3AA0000897" target="_blank" >RIV/47813059:19240/21:A0000897 - isvavai.cz</a>

Výsledek na webu

<a href="https://e-pedagogium.upol.cz/pdfs/epd/2020/04/01.pdf" target="_blank" >https://e-pedagogium.upol.cz/pdfs/epd/2020/04/01.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5507/epd.2021.012" target="_blank" >10.5507/epd.2021.012</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Didactic Connotations of Text-book Pictorial Adjuncts

Popis výsledku v původním jazyce

The article Didactic Connotations of Text-book Pictorial Adjuncts suggests a theoretical basis for development and assessment of didactic effect of pictorial adjuncts in foreign language textbooks. Barthes's (1977) theoretical interpretation of a press photograph message in three stages, a source of emission, a channel of transmission and a point of reception, is compared to textbook pictorial adjuncts that need to undergo didactic treatment in the first two stages; only then learning effect at the point of reception may be achieved. Comprehensive studies of pictorial adjuncts were written twenty or thirty years ago and the recent preference for photographs without didactic treatment in foreign language textbooks has been explained as attempts of publishers to blend text-book pictorials with visual environment of magazines. The article discusses the concept of "didactic code" at the source of emission and the possibilities of broader context of adjunct pictorials. A delicate balance between text and its pictorial adjunct must be achieved to avoid mere repetition or amplification of the set of connotations already given in the image. The presented theoretical basis is more relevant today than it might have been thirty years ago. It is general enough to be applicable in the prevailing visual digital environment and specific enough to be used for a detailed analysis of the learning effect based on the source of pictorial emission and its channel of transmission irrespective of the technology.

Název v anglickém jazyce

Didactic Connotations of Text-book Pictorial Adjuncts

Popis výsledku anglicky

The article Didactic Connotations of Text-book Pictorial Adjuncts suggests a theoretical basis for development and assessment of didactic effect of pictorial adjuncts in foreign language textbooks. Barthes's (1977) theoretical interpretation of a press photograph message in three stages, a source of emission, a channel of transmission and a point of reception, is compared to textbook pictorial adjuncts that need to undergo didactic treatment in the first two stages; only then learning effect at the point of reception may be achieved. Comprehensive studies of pictorial adjuncts were written twenty or thirty years ago and the recent preference for photographs without didactic treatment in foreign language textbooks has been explained as attempts of publishers to blend text-book pictorials with visual environment of magazines. The article discusses the concept of "didactic code" at the source of emission and the possibilities of broader context of adjunct pictorials. A delicate balance between text and its pictorial adjunct must be achieved to avoid mere repetition or amplification of the set of connotations already given in the image. The presented theoretical basis is more relevant today than it might have been thirty years ago. It is general enough to be applicable in the prevailing visual digital environment and specific enough to be used for a detailed analysis of the learning effect based on the source of pictorial emission and its channel of transmission irrespective of the technology.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

e-PEDAGOGIUM, nezávislý odborný časopis pro interdisciplinární výzkum v pedagogice

ISSN

1213-7758

e-ISSN

—

Svazek periodika

2020

Číslo periodika v rámci svazku

20(4)

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

7

Strana od-do

7-13

Kód UT WoS článku

—

EID výsledku v databázi Scopus

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