Middle School Teachers’ Discipline-Specific Use of Gestures and Implications for Disciplinary Literacy Instruction.
Framed in theories of social semiotics, this descriptive multiple case study examined six middle school teachers’ use of gestures during one school year as they each taught two different subject areas: earth science, language arts, mathematics, and/or social studies. The data, which included field n...
| Publicado en: | Journal of Literacy Research Vol. 46; no. 2; pp. 234 - 263 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Sage Publications Inc.
Jun2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=98367926&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 98367926 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1086296X LRH jtl: Journal of Literacy Research issn: 1086296X maglogo: Y pubinfo: dt: Jun2014 vid: 46 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 98367926 10.1177/1086296X14532615 ppf: 234 ppct: 29 formats: tig: atl: Middle School Teachers’ Discipline-Specific Use of Gestures and Implications for Disciplinary Literacy Instruction. aug: au: Wilson, Amy Alexandra Boatright, Michael D. Landon-Hays, Melanie affil: Utah State University, Logan, USA Western Carolina University, Cullowhee, NC, USA Western Oregon University, Monmouth, USA su: Learning Social semiotics Middle school teachers Gesture Language arts Comparative method Social sciences education sug: subj: Learning Social semiotics Middle school teachers Gesture Language arts Comparative method Social sciences education keyword: content area literacy disciplinary literacy gestures representation social semiotics ab: Framed in theories of social semiotics, this descriptive multiple case study examined six middle school teachers’ use of gestures during one school year as they each taught two different subject areas: earth science, language arts, mathematics, and/or social studies. The data, which included field notes and photographs from 354 lessons and 151 video-recordings of lesson segments, were analyzed using constant comparative methods and multimodal concordance charts. The analyses indicated discipline-specific differences in types of gestures, frequency of gestures, and centrality of gestures to the teachers’ messages. Earth science depended on a variety of iconic and deictic gestures, the latter of which was also common in mathematics. Communications in language arts and social studies commonly included non- essential action gestures that mimicked the movements of characters and historical figures. This study modifies existing claims of the importance of gestures in teaching, suggesting that gestures can play relatively central or minor roles in communicating disciplinary concepts. It concludes with implications for disciplinary literacy instruction that more rigorously accounts for the role that gestures play in disciplinary learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
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