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Comprehension through TRANSMEDIATION

Comprehension through TRANSMEDIATION. READERS ENGAGE IN MUTIMODAL RESPONSE. Understanding TRANSMEDIATION. Transmediation: the process of bringing meaning from one sign (semiotic) system to another.  

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Comprehension through TRANSMEDIATION

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  1. Comprehension through TRANSMEDIATION READERS ENGAGE IN MUTIMODAL RESPONSE

  2. Understanding TRANSMEDIATION • Transmediation: the process of bringing meaning from one sign (semiotic) system to another.   Literacy depends on one’s ability to read a central concept (the macrostructure) identify separate ideas, and recognize how they form the whole….With transmediation students must consider how the supporting details of a concept are inherently connected in one sign system in order to create the structural equivalent in the second system (McCormick, 2011, p. 580)

  3. Transmediation is everywhere! • Book into movie • Movie into videogame • Pop song into music video • News story into comedy/satire • Almost everything into an App!

  4. Resisiting Verbocentrism • Verbocentrism: privileging language over images, movement, music ( Siegel, 1995;2006). • Reduction of teaching to telling - • positions students as passive learners ( Goodlad, 1984) • Weaving together sign systems of all kinds affords students the ability to orchestrate literacy events long before language alone can serve them.

  5. Trying out Transmediation

  6. Being a Kid is Hard bySebastian Hernandez from the book, Solid Ground Being a kid is hard like dueling a giant in the courtyard. Being a kid is about surviving school, Acting cool trying to follow every rule, escaping from the crazy teacher Ms. Bull, running from John who looks like a mule trying not to act like the complete fool.

  7. Being a kid is hard like dueling a giant in the courtyard. Being a kid is about playing around , putting your music to a real high sound, going on a roller coaster round and round, getting a million rebounds, trying to stop being earthbound, to escape the government and join the underground Where you can’t be found And trying to avoid the neighbor’s bloodhound

  8. Being a kid is hard like dueling a giant in the schoolyard. Being a kid is about being slim, passing gym, telling the entire class the meaning of homonym, synonym, antonym. It is about trying not to look grim, getting a good trim, when you can take a swim, and best of all, hanging out with your homie, Tim.

  9. Being a kid is hard like dueling giants in the courtyard.

  10. Discussion & Cooperation • Reread the poem and discuss it with your partner. • Share your drawing with each other . • Examine your four drawings and create a final illustration on a new sheet of paper that combines all or some of the stanza-by-stanza pictures into an image that best represents the meaning of the whole poem.

  11. “Gallery” Walk • With a partner, take a gallery walk of the posted images. 2. Discuss what the final drawings suggest about the poem. What images are common across the gallery? 3. In 10 minutes, please be ready to discuss your ideas with the whole group.

  12. VSOL/CC Standards Craft and Structure • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. • Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Key Ideas and Details • 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

  13. What does this mean for students? • The existence of multimedia calls for multiple forms of literacy, forms that can represent the world of ideas, emotions, and events with multiple symbols. • Educational equity is provided not merely by opening the doors of the school to the child but by providing opportunities to the child to succeed once he or she arrives ( Semali & Fueyo,2001)

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