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Digitalized story making in the classroom : a social semiotic perspective on gender, multimodality and learning

Skaar, Håvard
Academic article
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URI
https://hdl.handle.net/10642/673
Date
2007
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  • TKD - Institutt for informasjonsteknologi [1038]
Original version
Skaar, H. (2007). Digitalized story making in the classroom : a social semiotic perspective on gender, multimodality and learning. Seminar.net : Media, technology and lifelong learning, 3 (1).   https://doi.org/10.7577/seminar.2513
Abstract
The article takes the case of pupils in a fifth-year primary school class (10-11

years old) who use text and pictures in their creative writing on the

classroom computers. The study confirms what the research literature

indicates, that girls show more interest than boys in writing and storytelling,

while boys show greater interest than girls in using computer

technology. Social semiotics is used as a theoretical basis for analysing the

connection between these differences and relating them to what girls and

boys learn. In a social semiotic perspective, learning can be related to the

experience of the difference between what we intend to express and what we

actually manage to express or mean. In the article, it is argued that social

semiotics provides a theoretical basis for asserting that the girls in this case

learn more than the boys because they associate themselves with the signs

they use through more choices than the boys. The girls, we could say, put

their own mark on the signs by coding or creating them themselves while the

boys tend more to choose ready-made signs. Ready-made signs require fewer

choices than the signs we make or code ourselves. Fewer choices means less

experience of the difference between what we wish to mean and what we

actually mean, and hence less learning. A pedagogical consequence of this is

that boys may be better served by having online work with multimodality of

expression organised in such a way that it combines as far as possible the use

of ready-made signs with signs they code or create themselves.
Publisher
Lillehammer University College
Series
Seminar.net : Media, technology and lifelong learning;3 (1)

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