Transmediation in the Classroom proposes semiotics-based frameworks that are built on the assumption that humans manipulate sign systems or codes that are meaningful to them so as to make sense of any human experience. The tensions often encountered in reading classrooms by adolescent readers – between what is real and fantasy, artifact and image, object and perception – are made manifest in this book, and the ways in which individuals shape, or are shaped by, sign and symbol systems or program elements that surround their learning and communicating environments are systematically explored. The contributors promote the generative power of transmediation of multiple sign systems, while challenging the privileged position of the language teaching methods still prevalent in some United States public schools.
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien, 2002. XIV, 168 pp., num. ill.
Contents: Ladislaus M. Semali: Transmediation: Why Study the Semiotics of Representation? – Judith Fueyo: Professing Transmediation
but Transmediating Hardly Ever – Mary Napoli: Transmediating in the Classroom: Implementing Critical Literacy in Elementary
Grades – Pei-Yu Chang: Transmediating through Play and Art in the World of Children – Deb Marciano: Teaching Styles as Evidenced
in Classrooms: A Semiotic Look at Picture Books – Richard E. De Gourville: Urban Black School Identities Viewed through Popular
Media: Lessons in Semiotic Representation – William Garcia-Cardona: Can You Picture It? Representations of Social Class in
Photographs – René Antrop-Gonzalez: Semiotic Representations of Puerto Ricans in Hollywood Cinema: I Don’t Like It Like That
– Arda Arikan: Critical Media Literacy and ESL/EFL Classrooms – Sarah Green: Who’s Running The Show? Deconstruction of Gender
and Ally McBeal – Jamie Myers: Afterword: Semiotic Assumption in the Social Practice of Critical Literacy.