Topic
Sign (semiotics)
About: Sign (semiotics) is a research topic. Over the lifetime, 4080 publications have been published within this topic receiving 70333 citations. The topic is also known as: semiotic sign.
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TL;DR: In this paper, a case study focuses on how a high school student, Laura, learned the meaning of the velocity sign by moving a toy car and creating many real-time graphs on a computer screen.
89 citations
TL;DR: The authors conceptualized classrooms as semiotic spaces in which human beings who are the agents of their own meaning making produce multimodal texts-visual, written, spoken, performative, sonic, and gestural.
Abstract: * Central to our work as language and literacy teachers are the exploration of conceptual and practical issues in relation to representation and the activity of meaning making in classrooms. A major pedagogical challenge is to bring knowing to the surface of consciousness, to help students render knowledge as material culture; in other words, to help them transform what they know, remember, sense, feel, and believe into a paragraph of writing, a lively dialogue, or a scrapbook of images. A starting point for addressing this challenge is to reconceptualise representation in the classroom. Drawing predominantly on the work of Kress (1997) and others (Kress & Van Leeuwen, 1996) in social semiotics and multimodality, the process begins with conceptualising classrooms as semiotic spaces in which human beings who are the agents of their own meaning making produce multimodal texts-visual, written, spoken, performative, sonic, and gestural. Each text produced can be viewed as a complex sign. In the act of making meaning, learners produce multiple signs in textual forms across semiotic modes, drawing on different representational resources in order to succeed in that domain. The design of such texts is constrained by the genres, languages, and discursive practices that are valued within the broader sociocultural and political context of education and the nation-state.
89 citations
88 citations
TL;DR: It is argued that semiotics, the theory of signs and symbols, is at the heart of the representation and transmission of information and meaning, and is thus central to communication and information systems, but especially in their contemporary, more virtualized forms.
88 citations
Book•
01 Jan 1992
TL;DR: Sequel to History as discussed by the authors proposes a diversified theoretical approach drawing on post-structuralism, feminism, new historicism, and twentieth-century scienceto demonstrate the crisis of our dominant idea of history and its dissolution in the rhythmic time of postmodernism.
Abstract: Sequel to History offers a comprehensive definition of postmodernism as a reformation of time. Elizabeth Deeds Ermarth uses a diversified theoretical approachdrawing on post-structuralism, feminism, new historicism, and twentieth-century scienceto demonstrate the crisis of our dominant idea of history and its dissolution in the rhythmic time of postmodernism. She enlarges this definition in discussions of several crises of cultural identity: the crisis of the object, the crisis of the subject, and the crisis of the sign. Finally, she explores the relation between language and time in post-modernism, proposing an arresting theory of her own about the rhythmic nature of postmodern temporality. Because the postmodern construction of time appears so clearly in narrative writing, each part of this work is punctuated by a "rhythm section" on a postmodern narrative (Robbe-Grillet's Jealousy, CortNBzar's Hopscotch, and Nabokov's Ada); these extended readings provide concrete illustrations of Ermarth's theoretical positions. As in her critically acclaimed Realism and Consensus in the English Novel, Ermarth ranges across disciplines from anthropology and the visual arts to philosophy and history. For its interdisciplinary character and its lucid definition of postmodernism, Sequel to History will appeal to all those interested in the humanities.
86 citations