Thesis (M.C.A.)--University of Wollongong, 2004. / Typescript. Includes bibliographical references: leaf 73-74.

Thesis (M.A.)--University of Toronto, 2009. / Source: Masters Abstracts International, Volume: 48-02, page: .

Multimodal theory has developed out of social semiotics and can be seen as a response to the rise in the use of new technologies for the creation, distribution and consumption of media texts and the need to find new ways of describing and explaining their role in representation and communication. Its development is historical. It is a response to change over time. The incorporation of the visual into social semiotics marks a key moment in the development of multimodal theory. Visual literacy is discussed in relation to changes in modes of representation and a critique of this concept is provided. This is conducted in relation to how the visual modality has been integrated into social semiotics as a platform for research into multimodal communication more generally. Framing is developed along three main lines of enquiry (semiotic, cognitive and affective) as alternative ways of accounting for some of these shifts in communication and each are presented in the form of case studies. Framing and its close relationship with composition in media texts is discussed and this understanding, one that emphasise proximity as a multimodal principle, is applied to the visual design of content, the realisation of context through the provision visual cues, and later to embodiment and urban space. The three case studies, the application of framing to a range of media texts, the critical judgements made about the role visual in contemporary theory and the application of these concepts to multimodality are presented as part of an intellectual journey.

M.A. (Applied Linguistics) / The aim of this study is to point out how visual literacy can enhance the learning process, especially relating to study by means of distance education. The concepts of literacy and visual literacy are defined and discussed. Special attention is paid to the concept of academic literacy and what it entails. The conclusion is reached that visual literacy's an integral part of literacy as traditionally defined, and that no-one can be truly literate in the media-oriented society in which we live, without being visually literate. The concept of distance education is explored and recent developments at Technikon SA are outlined,as well as difficulties experienced by students who study through distance education. The discussion is focused on reasons why students enter the tertiary education system under prepared and why levels of visual literacy are generally very low. The pictorial approach to the design and production of study material for distance education is explained and discussed. Various visual elements of study material are discussed with regard to the promotion of leaning and the development of visual literacy. Recommendations are made pertaining mainly to the design and production of study material at Technikon SA. Low levels of visual literacy tend to be overlooked in current development of study material. The process of visual literacy development should be integral to the objectives of study material design.

In Life Sciences Education, the use of educational external representations (ERs) such as diagrams, models and animations are increasingly appearing in learning and teaching resources. However, their effectiveness is limited if learners experience learning difficulties due to lack of visual literacy and spatial ability skills to work with ERs. The study explored the level of visual literacy of 225 Grade 10 Life Sciences learners in cytology across six secondary schools in Pretoria, Gauteng. It was theorised that ERs need to be integrated in the Life Sciences curricula to develop learners’ visual literacy and spatial ability skills. With this theory, the study aimed to explore the visual literacy of Grade 10 Life Sciences learners and the influence of gender and school location on the visual literacy and spatial ability skills of the learners. Through a quantitative research method a Life Sciences visual literacy questionnaire and a spatial ability test were used to collect data. Collected data was analysed descriptively and inferentially through Statistical Package Social Sciences Version 23. The results showed that most Grade 10 Life Sciences learners lack average visual literacy skills. Furthermore, the results showed that gender doesn’t play a role on the learners’ performance in visual literacy skills as both genders performed equally in both tests, On the other hand, the results showed that the location of the school (urban, rural or township) has an effect on the learners’ performance in visual literacy skills. Teachers need to incorporate different ERs that would stimulate different senses and which will also enhance learners’ visual literacy and spatial ability skills in their lessons. A conclusion and some recommendations for future research are given. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

This dissertation focuses on text-image conceptual models for literary interpretation and composition in the digital age. The models investigate an interactive blend of textually-based linear-sequential approaches and visually-based spatial-simultaneous approaches. The models employ Gestalt-inspired figure-ground segregation models, along with other theoretical models, that demonstrate the dynamic capabilities of images as conceptual tools as well as alternate forms of text. The models encourage an interpretative style with active participants in openended, multi-sensory meaning-making processes. The models use the flexible tools of modern technology as approaches to meaning-making with art strategies used for research strategies as well as a means to appreciate reading and writing in the context of an increasingly visual environment.

Multimodal theory has developed out of social semiotics and can be seen as a response to the rise in the use of new technologies for the creation, distribution and consumption of media texts and the need to find new ways of describing and explaining their role in representation and communication. Its development is historical. It is a response to change over time. The incorporation of the visual into social semiotics marks a key moment in the development of multimodal theory. Visual literacy is discussed in relation to changes in modes of representation and a critique of this concept is provided. This is conducted in relation to how the visual modality has been integrated into social semiotics as a platform for research into multimodal communication more generally. Framing is developed along three main lines of enquiry (semiotic, cognitive and affective) as alternative ways of accounting for some of these shifts in communication and each are presented in the form of case studies. Framing and its close relationship with composition in media texts is discussed and this understanding, one that emphasise proximity as a multimodal principle, is applied to the visual design of content, the realisation of context through the provision visual cues, and later to embodiment and urban space. The three case studies, the application of framing to a range of media texts, the critical judgements made about the role visual in contemporary theory and the application of these concepts to multimodality are presented as part of an intellectual journey.

Given our ability to communicate quickly and effectively through visuals such as signs and pictures, it is not surprising that graphical messages now permeate our technology-oriented culture. Magazines, television, and computers integrate text and graphics to convey information. As teachers of writing, we need to study and understand these visually enhanced texts, because they have become the standard for communication in our society. Beyond this, we should learn how to teach students about visual literacy and document design so that they can effectively interpret these visually enhanced texts and create documents that use visuals and words together; this will also prepare students for college writing and workplace writing. Naturally, there exists some uncertainty surrounding the inclusion of these ideas in first-year composition. First-year writing is already difficult to teach because colleges expect us to foster critical reading, critical thinking, and critical writing skills in students from a wide variety of disciplines. Compounding these challenges are large class sizes and shrinking budgets. However, many scholars assert that visual thinking is an essential part of the learning process and must be included in writing courses. Specifically, some scholars suggest that we should integrate visual literacy and document design into first-year composition courses to help students create effective documents for college and the workplace. This thesis explores the scholarship surrounding visual literacy, document design, and professional writing in first-year composition. The project underscores the importance of using students' visual thinking processes to help them organize and present information in college writing and beyond. / Master of Arts

No description available.

This study investigates the effects of clustering or format of presentation (categorized and uncategorized lists), level of color realism of graphics (color pictures, black and white pictures and line drawings), and age (10 year old, 16 year old and adults) on the pictorial recall memory among students in Malaysia. Three hundred sixty students of three age groups were randomly assigned to one of the six stimulus treatments (categorized color, uncategorized color, categorized black and white, uncategorized black and white, categorized line drawing, and uncategorized line drawing). There was a significant interaction effect between age and cluster, F (2, 342) = 9.07, p < 0.0001). Simple main effects test shows that among 10-year olds, significant difference exists between the mean recall of pictures in categorized lists and uncategorized lists. More pictures in the categorized lists were recalled than in the uncategorized ones. However, the mean recall of pictures between the categorized and uncategorized lists among 16-year olds and adults did not differ significantly. Interaction between age and color realism was also significant, F (4, 342) = 2.93, p < 0.021). Simple main effects test indicates that among 10-year olds and adults, the mean number of items recalled differed significantly under each level of color realism. Pairwise comparison shows that among 10-year olds and adults, color pictures were recalled significantly better than both black and white pictures and line drawings. The mean number of items recalled between black and white pictures and line drawings however, was not significantly different. It was concluded that color pictures or illustrations are recalled better than black and white pictures and line drawings, and that categorized lists of pictures are recalled better than the uncategorized lists. / Ph. D.