視覚化する書記テクストの学習 : 批判的談話分析とデザイン概念を援用して  [in Japanese] Learning about Written Text which is Becoming more Visualized, using a Theory of Critical Discourse Analysis and a New Framework of Design  [in Japanese]

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Abstract

The aim of this paper is to present an analysis of visualized written text using a theory of critical discourse analysis plus a framework made by the New London Group that has three different kinds of design for making a meaning from text. Presenting this type of analysis, I would like to state the necessity of this kind of learning. Kress (2000) stated that in a knowledge-based and information-driven society, information is becoming more visualized. By "visualized" Kress means not only pictures and charts in written text, but also the design, color, or style of that written text. Readers will be subconsciously guided by such perspectives embedded in text not only explicitly but also implicitly in a multimodal manner. Due to the use of a theory of critical discourse analysis plus a framework of design, students should examine a deeper meaning which is woven into visualized written text and is connected to sociocultural values.

Journal

  • kokugokakyouiku

    kokugokakyouiku 72(0), 25-32, 2012

    Japanese Teaching Society of Japan

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