Multimodal and Aesthetic Expressions in Higher Education
Författare och institution:
Birgitta Svensson (Institutionen för didaktik och pedagogisk profession); Katharina Dahlbäck (Institutionen för didaktik och pedagogisk profession); Margaretha Häggström (Institutionen för didaktik och pedagogisk profession)
InSEA World Congress, Melbourne, 7- 11/7, 2014,
Multimodal and aesthetic expressions in higher education
We live in a time when digital technologies shape our communication in new ways. During the last decades, and internationally, there has been a semiotic change from written language to the visual, alongside an increasing combination of modes (sound, film, gestures, images, writing). However, contrary to the multimodal reality, the official view on what is to be considered relevant knowledge has changed drastically in Sweden; an outcome of this being, for example, the marginalization of aesthetic subjects in upper secondary school and within programs in Teacher Colleges.
The aim of this paper is to argue for a reconceptualization of what is to be considered knowledge at school and in universities, and for a pedagogy which is able to address more precisely our students´ educational preparedness. In Sweden, and globally, higher education has opened up for socio-economic change, and in terms of cultural and social background our students bring to academic contexts a multiple of resources; quite a few of which are both multimodal and aesthetic.
Our discussion will focus on key concepts such as democracy, identity, and knowledge construction, and in our discussion we will provide an overview of current research on learning (e.g. drawing on notions of holistic-atomic learning, lower-level - higher-level understanding, and innovative thinking) and multimodality. We will argue that aesthetic expression plays a crucial role in our lives and in learning processes (also in higher education), and that it may also serve as a tool for bridging out-of- education literacies with classroom practice.
Theoretically, our discussion, and classroom examples are informed by (a) a sociocultural view on learning in which literacy activities (including multimodal and aesthetic expressions) are seen as being socially embedded, socially shaped practices, (b) Kress´ and van Leeuwens research on multimodality and representation as social and semiotic practice, and (c) research within the field of academic literacies.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Multimodality, Aesthetic Expressions, Teacher College, democrazy, identity, knowledge construction
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