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題名 圖像素養融入多模態英語寫作:以兩位臺灣高中生為例之個案分析
Visual literacy in multimodal English writing: A case study of two senior high students in Taiwan作者 陳佩如
Chen, Pei-Ju貢獻者 黃怡萍
Huang, Yi-Ping
陳佩如
Chen, Pei-Ju關鍵詞 多模態寫作
圖像素養
課程設計
multimodal writing
visual literacy
course design日期 2019 上傳時間 7-Aug-2019 15:42:48 (UTC+8) 摘要 現有文獻指出圖像素養融入多模態寫作能夠促進圖像素養之發展和寫作能力的提升。然而，多數文獻多專注於以英語為母語或第二外語之兒童的故事寫作(Mill, 2014; Vasudevan & Bateman, 2010; Wiseman, Mäkinen, & Kupiainen , 2016)，且寫作作品多停留在句子的程度而未發展成具有結構性的完整段落。因此，本研究旨在探討台灣高中生圖像素養之發展，以及了解圖像的使用和圖像素養如何與學生創作的過程互動，特別是描述文和敘述文。為了深度刻畫學生圖像素養之發展和圖像與多模態創作之互動，本研究採用質化個案研究方法。本研究透過問卷、觀課紀錄、反思日誌、文件與創作，和訪談逐字稿蒐集兩位研究參與者的資料，並且使用VLC rubric (Bowen, 2017) 和six-step framework ( Braun & Clarke, 2006)來分析研究資料。研究結果顯示兩位參與者的圖像素養在課程中有進步，但部分的能力因為不同圖像特質而未展現操縱式的圖像思考。圖像在學生設計的過程能夠促進學生聯想和決定題目，在產出過程中幫助學生組織和編排內容，在報告分享多模態創作中幫助讀者預測主題或是更加準確理解文字內容。然而，不同的圖像角色在不同寫作文體中的使用必須要有特定的圖像思考能力才能體現。結果也顯示圖像素養和多模態寫作能夠加深彼此的發展。本文最後建議讓學生接觸不同素材的圖像以發展圖像素養，也建議將圖像素養融入多模態寫作課中，才能讓學生充分發揮圖像之始使用，也創作出更好的多模態寫作作品。
Prior research shows students’ visual literacy and writing ability can be improved under the multimodal writing course involving visual literacy instruction. However, most research is targeted at ESL children’s stories (Mill, 2014; Vasudevan & Bateman, 2010; Wiseman, Mäkinen, & Kupiainen, 2016) at the sentence level without further developing into structured paragraphs. Thus, the current study attempted to explore EFL senior high students’ development of visual literacy and see how visual and visual literacy interact with the composing process of multimodal writing in different genres such as descriptive and narrative paragraph.To provide insightful understanding of students’ development of visual literacy and how their use of visual in multimodal writing involved their demonstration of visual literacy, a qualitative descriptive case study approach was adopted. Two participants’ data from questionnaires, observations, reflective journals, documents and artifacts, and individual semi-structured interviews across sixteen-week classes were analyzed through Bowen’s (2017) VLC rubric and Braun & Clarke’s (2006) six-step framework.The results found that two participants’ visual literacy improved across the time in this course but different visual in different genres required different visual thinking abilities, and they did not demonstrate manipulation of visual thinking for every kind of visual stimuli. As for the role of visual in multimodal writing, it enabled students to make association and decide the topic in the designing process, and it helped organize and sequence the contents in the producing process. In the presenting process, visual made readers understand their text better as a content predictor or confirmer. However, the use of visual in multimodal writing required certain visual thinking ability for different genres. The results also showed that visual literacy and multimodal writing reinforce each other. Finally, it is suggested that students should be exposed to various kinds of visual stimuli to develop visual thinking competency fully and that visual literacy-instruction should be taught along with the multimodal writing so that students can make use of visual and demonstrate better multimodal writing.參考文獻 Avgerinou, M. D., & Pettersson, R. (2011). Toward a cohesive theory of visual literacy. Journal of Visual Literacy, 30(2), 1-19.Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual literacy instructional approach. Learning and individual differences, 28, 167-176.Barton, D., Hamilton, M., & Ivaniéc, R. (Eds.). (2000). Situated literacies: Reading and writing in context. New York: Routledge.Bowen, T. (2017). Assessing visual literacy: a case study of developing a rubric for identifying and applying criteria to undergraduate student learning. Teaching in Higher Education, 22(6), 705-719.Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.Carspecken, F. P. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.Chen, H. L. S., & Huang, H. Y. (2017). Advancing 21st century competencies in Taiwan. Retrieved from Asia Society Center for Global Education https://asiasociety.org/files/21st-century-competencies-taiwan.pdf.Christel, M. T. (2015). Presenting my selfie to the digital World: Visual composition for better representation. In Essentials of teaching and Integrating Visual and Media Literacy (pp. 119-145). Springer International Publishing.College Entrance Examination Center. 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國立政治大學
英國語文學系
105551019資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105551019 資料類型 thesis dc.contributor.advisor 黃怡萍 zh_TW dc.contributor.advisor Huang, Yi-Ping en_US dc.contributor.author (Authors) 陳佩如 zh_TW dc.contributor.author (Authors) Chen, Pei-Ju en_US dc.creator (作者) 陳佩如 zh_TW dc.creator (作者) Chen, Pei-Ju en_US dc.date (日期) 2019 en_US dc.date.accessioned 7-Aug-2019 15:42:48 (UTC+8) - dc.date.available 7-Aug-2019 15:42:48 (UTC+8) - dc.date.issued (上傳時間) 7-Aug-2019 15:42:48 (UTC+8) - dc.identifier (Other Identifiers) G0105551019 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124619 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 105551019 zh_TW dc.description.abstract (摘要) 現有文獻指出圖像素養融入多模態寫作能夠促進圖像素養之發展和寫作能力的提升。然而，多數文獻多專注於以英語為母語或第二外語之兒童的故事寫作(Mill, 2014; Vasudevan & Bateman, 2010; Wiseman, Mäkinen, & Kupiainen , 2016)，且寫作作品多停留在句子的程度而未發展成具有結構性的完整段落。因此，本研究旨在探討台灣高中生圖像素養之發展，以及了解圖像的使用和圖像素養如何與學生創作的過程互動，特別是描述文和敘述文。為了深度刻畫學生圖像素養之發展和圖像與多模態創作之互動，本研究採用質化個案研究方法。本研究透過問卷、觀課紀錄、反思日誌、文件與創作，和訪談逐字稿蒐集兩位研究參與者的資料，並且使用VLC rubric (Bowen, 2017) 和six-step framework ( Braun & Clarke, 2006)來分析研究資料。研究結果顯示兩位參與者的圖像素養在課程中有進步，但部分的能力因為不同圖像特質而未展現操縱式的圖像思考。圖像在學生設計的過程能夠促進學生聯想和決定題目，在產出過程中幫助學生組織和編排內容，在報告分享多模態創作中幫助讀者預測主題或是更加準確理解文字內容。然而，不同的圖像角色在不同寫作文體中的使用必須要有特定的圖像思考能力才能體現。結果也顯示圖像素養和多模態寫作能夠加深彼此的發展。本文最後建議讓學生接觸不同素材的圖像以發展圖像素養，也建議將圖像素養融入多模態寫作課中，才能讓學生充分發揮圖像之始使用，也創作出更好的多模態寫作作品。 zh_TW dc.description.abstract (摘要) Prior research shows students’ visual literacy and writing ability can be improved under the multimodal writing course involving visual literacy instruction. However, most research is targeted at ESL children’s stories (Mill, 2014; Vasudevan & Bateman, 2010; Wiseman, Mäkinen, & Kupiainen, 2016) at the sentence level without further developing into structured paragraphs. Thus, the current study attempted to explore EFL senior high students’ development of visual literacy and see how visual and visual literacy interact with the composing process of multimodal writing in different genres such as descriptive and narrative paragraph.To provide insightful understanding of students’ development of visual literacy and how their use of visual in multimodal writing involved their demonstration of visual literacy, a qualitative descriptive case study approach was adopted. Two participants’ data from questionnaires, observations, reflective journals, documents and artifacts, and individual semi-structured interviews across sixteen-week classes were analyzed through Bowen’s (2017) VLC rubric and Braun & Clarke’s (2006) six-step framework.The results found that two participants’ visual literacy improved across the time in this course but different visual in different genres required different visual thinking abilities, and they did not demonstrate manipulation of visual thinking for every kind of visual stimuli. As for the role of visual in multimodal writing, it enabled students to make association and decide the topic in the designing process, and it helped organize and sequence the contents in the producing process. In the presenting process, visual made readers understand their text better as a content predictor or confirmer. However, the use of visual in multimodal writing required certain visual thinking ability for different genres. The results also showed that visual literacy and multimodal writing reinforce each other. Finally, it is suggested that students should be exposed to various kinds of visual stimuli to develop visual thinking competency fully and that visual literacy-instruction should be taught along with the multimodal writing so that students can make use of visual and demonstrate better multimodal writing. en_US dc.description.tableofcontents Chinese Abstract xiEnglish Abstract xiiChapter1. Introduction 12. Literature Review 5Multimodal Writing Approach 5Visuals in Multimodal Writing 7Visual Literacy and Visual-Literacy Instruction 9The Incorporation of Visual Literacy and Multimodal Writing 103. Methodology 13Research Design 13Context & Participants 13Course Design 15Genre Writing 15Multimodal Writing Approach 17Visual Literacy Instruction 18Data Collection and Procedure 21Questionnaire 21Observation 22Reflective Journal 22Document and Artifact 23Individual Interviews with the Participants 23Data Analysis 25Trustworthiness 29Role of the Researcher 29Research Ethics 294. Results 31Stanley 31Background Information 31Conceptualizing Visual Literacy 32Exploring Visual and Multimodal Writing in Structure of a Paragraph 33Exploring Visual in the Description of a Scenery 33Exploring Coherence in Writing a Story 34Exploring Visual and multimodal Writing in Description of a Person 39Exploring Visual in the Description of a Person 39The Use of Visual in Composing Description of a Person 41The Designing Process 41The Producing Process 44The Presenting Process 45Exploring Visual and multimodal Writing in Description of a Scenery 46Exploring Visual in Description of a Scenery 46The Use of Visual in Composing Description of a Scenery 47The Designing Process 47The Producing Process 48The Presenting Process 49Exploring Visual and multimodal Writing in Narration of Gender Experience 50Exploring Visual in Narration 50The Use of Visual in Composing Narration 51Designing Process 51Producing Process 52Presenting Process 54Comparison of Visual in Different Genres 54Frank 58Background Information 58Conceptualizing Visual Literacy 58Exploring Visual and multimodal Writing in Structure of a Paragraph 59Exploring Visual in the Description of a Scenery 59Exploring Coherence in Writing a Story 59Exploring Visual and multimodal Writing in Description of a Person 62Exploring Visual in the Description of a Person 62The Use of Visual in Composing Description of a Person 63The Designing Process 63The Producing Process 65The Presenting Process 67Exploring Visual and multimodal Writing in Description of a Scenery 67Exploring Visual in Description of a Scenery 67The Use of Visual in Composing Description of a Scenery 68The Designing Process 68The Producing Process 69The Presenting Process 71Exploring Visual and multimodal Writing in Narration of Gender Experience 72Exploring Visual in Narration 72The Use of Visual in Composing Narration 73The Designing Process 73The Producing Process 73The Presenting Process 76Comparison of Visual in Different Genres 765. Discussion 79Research Question 1. What is EFL senior high students’ development of visual literacy under the multimodal approach and visual-literacy based instruction across time? 79From Recognition and Identification to Manipulation of Visual Thinking as a Visual Consumer 79From Recreation to Creation for Multimodal Writing as a Visual Creator 83Research Question 2 & 3. How do the participants use visuals in their multimodal structured writings in different genres, including descriptive and narrative paragraphs? How does the participants’ visual literacy interact with their composing of multimodal structured genre writing? 85Visual Inspires Ideas in the Designing Process 85Visual as Associator for Abstract Ideas in Descriptive paragraphs 85Visual as Topic Decider for Concrete Ideas in Descriptive paragraphs. 86Visual as Writing Prompt for Descriptive Paragraphs and Narrative Paragraphs. 86Visual helps Organize the Structure in the Producing Process 88Visual as sequencing arranger for descriptive and narrative paragraphs.. 88Visual as structure organizer for descriptive and narrative paragraphs. 89Awareness of Coherence from Visual in the Producing Process 90Visual Indicates Structure and Main Idea in the Presenting Process 926. Conclusion 95Summary of the Study 95Pedagogical Implications 97Limitations of the Study and Suggestions for Future Research 99Conclusion 100Reference 102Appendix A: Design of the Course 108Appendix B: Detailed descriptions of the course for each week 111Appendix C: Reflective journal 122Reflective Journal 1 122Reflective Journal 2 122Reflective Journal 3 124Reflective Journal 4 125Appendix D: Interview Protocols for the Two Participants 127First Interview Protocol 127Second Interview Protocol 130Third Interview Protocol 133 zh_TW dc.format.extent 5002908 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105551019 en_US dc.subject (關鍵詞) 多模態寫作 zh_TW dc.subject (關鍵詞) 圖像素養 zh_TW dc.subject (關鍵詞) 課程設計 zh_TW dc.subject (關鍵詞) multimodal writing en_US dc.subject (關鍵詞) visual literacy en_US dc.subject (關鍵詞) course design en_US dc.title (題名) 圖像素養融入多模態英語寫作:以兩位臺灣高中生為例之個案分析 zh_TW dc.title (題名) Visual literacy in multimodal English writing: A case study of two senior high students in Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Avgerinou, M. 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