Pub Date : 2023-01-01DOI: 10.18690/rei.16.spec.iss.2983
Jesús Moya-Guijarro, E. Ventola
This paper identifies the transitivity strategies used in six picture books that aim to challenge gender stereotypes. They were selected because of the large number of commonalities they share; they are all authentic texts, written in English and were not created for experimental purposes. In addition, the selected stories are intended for children (four to nine years old). The theoretical frameworks adopted are SFL (Halliday 2004) and Visual Social Semiotics (Kress and van Leeuwen 2006, Painter et al. 2013). The findings show that the meaning load carried by embedded images (action plus reaction), together with verbal and mental processes of perception, provides essential cues for fostering progressive gender discourses. The analysis also demonstrates that metonymies are essentially used to highlight important aspects of the plot that challenge gender stereotypes.
本文确定了六本旨在挑战性别刻板印象的绘本中使用的及物性策略。他们之所以被选中，是因为他们有很多共同之处;它们都是真实的文本，用英语写的，不是为了实验目的而创作的。此外，所选的故事是为儿童(4至9岁)。采用的理论框架是SFL (Halliday 2004)和视觉社会符号学(Kress and van Leeuwen 2006, Painter et al. 2013)。研究结果表明，嵌入图像所承载的意义负荷(动作加反应)，以及感知的语言和心理过程，为促进进步的性别话语提供了必要的线索。分析还表明，转喻本质上是用来强调情节中挑战性别刻板印象的重要方面。
{"title":"Analysing Picture Books that Challenge Gender Stereotypes Multimodally","authors":"Jesús Moya-Guijarro, E. Ventola","doi":"10.18690/rei.16.spec.iss.2983","DOIUrl":"https://doi.org/10.18690/rei.16.spec.iss.2983","url":null,"abstract":"This paper identifies the transitivity strategies used in six picture books that aim to challenge gender stereotypes. They were selected because of the large number of commonalities they share; they are all authentic texts, written in English and were not created for experimental purposes. In addition, the selected stories are intended for children (four to nine years old). The theoretical frameworks adopted are SFL (Halliday 2004) and Visual Social Semiotics (Kress and van Leeuwen 2006, Painter et al. 2013). The findings show that the meaning load carried by embedded images (action plus reaction), together with verbal and mental processes of perception, provides essential cues for fostering progressive gender discourses. The analysis also demonstrates that metonymies are essentially used to highlight important aspects of the plot that challenge gender stereotypes.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67771145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.18690/rei.16.spec.iss.2989
Sonja Starc
The discussion focuses on the implementation of visual grammar in the study program for primary school teachers in the course Slovene language 1 - basics of text. It points out the theoretical premises of the Systemic Functional and Visual Grammar as the basis for discussing the multimodal texts, and along with a case study (34 student exam solutions) and findings from practice, presents the more challenging areas of student acquisition of theory and metalanguage. It justifies the need and shows the possibility of teaching multimodal textual analysis in school education.
{"title":"The Implementation of Visual Grammar in Slovene Classes to Mother Tongue Speakers","authors":"Sonja Starc","doi":"10.18690/rei.16.spec.iss.2989","DOIUrl":"https://doi.org/10.18690/rei.16.spec.iss.2989","url":null,"abstract":"The discussion focuses on the implementation of visual grammar in the study program for primary school teachers in the course Slovene language 1 - basics of text. It points out the theoretical premises of the Systemic Functional and Visual Grammar as the basis for discussing the multimodal texts, and along with a case study (34 student exam solutions) and findings from practice, presents the more challenging areas of student acquisition of theory and metalanguage. It justifies the need and shows the possibility of teaching multimodal textual analysis in school education.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67770761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.18690/rei.16.spec.iss.2984
Luna Bergh, Tanya Beelders
This article examines eye gaze while a multimodal text with vibrant and colourful images is read and furthermore specifically investigates the effect of the Stroop test on eye gaze. The Stroop colour-word test was designed to test the ability of a reader to suppress a habitual response. This particular variation of the test presented readers with words that refer to colour, but are presented in a different colour. Results indicate images are used when unfamiliar objects are referred to and faces and characters attract attention. The use of incongruent colours definitely causes cognitive dissonance and negatively affect reading.
{"title":"Red-letter Reading Days: An eye-tracking perspective on Dr Seuss’ Green Eggs and Ham","authors":"Luna Bergh, Tanya Beelders","doi":"10.18690/rei.16.spec.iss.2984","DOIUrl":"https://doi.org/10.18690/rei.16.spec.iss.2984","url":null,"abstract":"This article examines eye gaze while a multimodal text with vibrant and colourful images is read and furthermore specifically investigates the effect of the Stroop test on eye gaze. The Stroop colour-word test was designed to test the ability of a reader to suppress a habitual response. This particular variation of the test presented readers with words that refer to colour, but are presented in a different colour. Results indicate images are used when unfamiliar objects are referred to and faces and characters attract attention. The use of incongruent colours definitely causes cognitive dissonance and negatively affect reading.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67771160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.18690/rei.16.spec.iss.2985
Dragica Haramija, Janja Batič
The article presents the characteristics of original Slovene rebus stories that have been published in book form in the last five years. Systematically also older (original and translated) rebus stories were looked at, so we are able to suggest that the findings can be applied more generally to this particular form of reading material that has a distinctly didactic function in the learning to read or developing reading literacy phase. Our research focuses on the types of literary genre and themes that appear in rebus stories, the place of illustrations in these stories, and into the characteristics of quality rebus stories. Through the analysis of 24 rebus stories, we identified the genre and themes of these stories as well as their design aspect (the position of illustrations). Through a multimodal analysis of selected work we also identified the basic characteristics of quality rebus stories.
{"title":"Multimodal Aspects of Original Rebus Stories in Slovene","authors":"Dragica Haramija, Janja Batič","doi":"10.18690/rei.16.spec.iss.2985","DOIUrl":"https://doi.org/10.18690/rei.16.spec.iss.2985","url":null,"abstract":"The article presents the characteristics of original Slovene rebus stories that have been published in book form in the last five years. Systematically also older (original and translated) rebus stories were looked at, so we are able to suggest that the findings can be applied more generally to this particular form of reading material that has a distinctly didactic function in the learning to read or developing reading literacy phase. Our research focuses on the types of literary genre and themes that appear in rebus stories, the place of illustrations in these stories, and into the characteristics of quality rebus stories. Through the analysis of 24 rebus stories, we identified the genre and themes of these stories as well as their design aspect (the position of illustrations). Through a multimodal analysis of selected work we also identified the basic characteristics of quality rebus stories.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67771196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Music lessons provide many opportunities for cross-curricular connections with other subjects. As part of the work, research was conducted on a sample of 110 teachers who teach Music Culture in elementary school. The aim of the research was to find out the teachers' views on the implementation of cross-curricular connections between the teaching of Music Culture and other subjects, the frequency and methods of conducting such teaching, as well as possible statistically significant differences between teachers in the attitudes and implementation of cross-curricular connections with regard to sociodemographic variables. We believe that the results of this research indicate the need for more intensive implementation of cross-curricular connections between the teaching of Music Culture and other subjects.
{"title":"Cross-curricular Connections of Music Culture and Other Subjects in Croatian Elementary Schools","authors":"Amir Begić, Jasna Šulentić Begić, Ivan Vodopić","doi":"10.18690/rei.16.3.2498","DOIUrl":"https://doi.org/10.18690/rei.16.3.2498","url":null,"abstract":"Music lessons provide many opportunities for cross-curricular connections with other subjects. As part of the work, research was conducted on a sample of 110 teachers who teach Music Culture in elementary school. The aim of the research was to find out the teachers' views on the implementation of cross-curricular connections between the teaching of Music Culture and other subjects, the frequency and methods of conducting such teaching, as well as possible statistically significant differences between teachers in the attitudes and implementation of cross-curricular connections with regard to sociodemographic variables. We believe that the results of this research indicate the need for more intensive implementation of cross-curricular connections between the teaching of Music Culture and other subjects.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135794353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.18690/rei.16.spec.iss.2992
Martina Rodela
Research mostly establishes the benefits of humour in the learning process when used properly. We determine how primary school textbooks for Slovene as a mother tongue use verbal and pictorial semiotic resources to create humour when learning grammar, which resources are used more often, and how humour is perceived by pupils. Images are the main carrier of information in the creation of humour. An essential component of it is discrepancy with reality, most often expressed as exaggeration. For pupils aged 8 and 10, the involvement of humour is more important than for pupils aged 14.
{"title":"Humour in Multimodal Textbooks for Slovene in Primary School","authors":"Martina Rodela","doi":"10.18690/rei.16.spec.iss.2992","DOIUrl":"https://doi.org/10.18690/rei.16.spec.iss.2992","url":null,"abstract":"Research mostly establishes the benefits of humour in the learning process when used properly. We determine how primary school textbooks for Slovene as a mother tongue use verbal and pictorial semiotic resources to create humour when learning grammar, which resources are used more often, and how humour is perceived by pupils. Images are the main carrier of information in the creation of humour. An essential component of it is discrepancy with reality, most often expressed as exaggeration. For pupils aged 8 and 10, the involvement of humour is more important than for pupils aged 14.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67770820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper examines the role of the picture book as a learning resource in preschool mathematics education and illustrates the possibilities for its application. The paper aims to examine whether preschool teachers use picture books in preschool mathematics education, what areas of mathematics they most use these for, and whether they recognize methodological advantages to their application. Results show that half of preschool teachers use the picture book as a teaching resource in preschool mathematics education, that it is mostly used to develop the concept of natural numbers and spatial relations, as well as that teachers clearly perceive methodological advantages.
{"title":"The Picture Book and its Role in Preschool Mathematics Education","authors":"Sanja Maričić, Mirjana Stakić","doi":"10.18690/rei.16.2.2843","DOIUrl":"https://doi.org/10.18690/rei.16.2.2843","url":null,"abstract":"The paper examines the role of the picture book as a learning resource in preschool mathematics education and illustrates the possibilities for its application. The paper aims to examine whether preschool teachers use picture books in preschool mathematics education, what areas of mathematics they most use these for, and whether they recognize methodological advantages to their application. Results show that half of preschool teachers use the picture book as a teaching resource in preschool mathematics education, that it is mostly used to develop the concept of natural numbers and spatial relations, as well as that teachers clearly perceive methodological advantages.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135442923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.18690/rei.16.spec.iss.2990
Nickolas Komninos
This paper presents tools which can be used to measure multimodal literacy and metasemiotic awareness in students. The results are interesting within the context of multiliteracy development both in terms of the individual student over time or in comparison to other students within a specific course, as well as when comparing data from larger cohorts for example differences in level or orientation of education, age, regional, territorial, national and so on to see patterns or strengths and weaknesses in multimodal literacy within a wider perspective.
{"title":"Tracking Multimodal Literacy in Schools: a Case Study","authors":"Nickolas Komninos","doi":"10.18690/rei.16.spec.iss.2990","DOIUrl":"https://doi.org/10.18690/rei.16.spec.iss.2990","url":null,"abstract":"This paper presents tools which can be used to measure multimodal literacy and metasemiotic awareness in students. The results are interesting within the context of multiliteracy development both in terms of the individual student over time or in comparison to other students within a specific course, as well as when comparing data from larger cohorts for example differences in level or orientation of education, age, regional, territorial, national and so on to see patterns or strengths and weaknesses in multimodal literacy within a wider perspective.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67770773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.18690/rei.16.spec.iss.2986
Ana Elizabeta Kerman De Luisa, Andreja Žele
Both language systems, spoken Slovene and Slovene Sign Language, are composed of basic word formation or sign formation elements, which act as cornerstones for compounded words and signs. The formation of new words in Slovene language is realised by adding suffixes after the base or stem of a word, linking together two or more bases with infixes, or adding prefixes before the base or stem of a word. To express these word formation types, sign formation adopts visual elements: facial expression, hand- and finger shape, signing speed, signing orientation and signing space.
{"title":"Slovene language from word to sign. An example of the use of the Slovene Sign Language in school","authors":"Ana Elizabeta Kerman De Luisa, Andreja Žele","doi":"10.18690/rei.16.spec.iss.2986","DOIUrl":"https://doi.org/10.18690/rei.16.spec.iss.2986","url":null,"abstract":"Both language systems, spoken Slovene and Slovene Sign Language, are composed of basic word formation or sign formation elements, which act as cornerstones for compounded words and signs. The formation of new words in Slovene language is realised by adding suffixes after the base or stem of a word, linking together two or more bases with infixes, or adding prefixes before the base or stem of a word. To express these word formation types, sign formation adopts visual elements: facial expression, hand- and finger shape, signing speed, signing orientation and signing space.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67771207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ducation for technological literacy is a necessity of the 21st century if we want to educate individuals capable of planning, problem-solving, making informed decisions that will contribute to the proper use and advance of technology. Participation in free-time activities as a form of lifelong non-formal learning makes an important contribution to the child's overall development and serves to support formal education. The aim of the case study carried out among 20 participants was to explore their attitudes towards technical education; the challenges and tasks that it imposes on children, teachers and free-time technology–oriented activity instructors; and to evaluate the knowledge and skills it brings to children's lives.
{"title":"The role of formal and non-formal education in the development of technological literacy","authors":"Melita Lemut Bajec","doi":"10.18690/rei.16.3.2711","DOIUrl":"https://doi.org/10.18690/rei.16.3.2711","url":null,"abstract":"ducation for technological literacy is a necessity of the 21st century if we want to educate individuals capable of planning, problem-solving, making informed decisions that will contribute to the proper use and advance of technology. Participation in free-time activities as a form of lifelong non-formal learning makes an important contribution to the child's overall development and serves to support formal education. The aim of the case study carried out among 20 participants was to explore their attitudes towards technical education; the challenges and tasks that it imposes on children, teachers and free-time technology–oriented activity instructors; and to evaluate the knowledge and skills it brings to children's lives.","PeriodicalId":36891,"journal":{"name":"Journal of Elementary Education","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135794352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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