| 1. |
- Airey, John, 1963-, et al.
(författare)
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On the Disciplinary Affordances of Semiotic Resources
- 2014
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Ingår i: Book of Abstracts. ; , s. 54-55, s. 54-55
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Konferensbidrag (refereegranskat)abstract
- In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.
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| 2. |
- Airey, John, 1963-, et al.
(författare)
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The Concept of Disciplinary Affordance
- 2014
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Ingår i: The 5th International 360 Conference. Encompassing the multimodality of knowledge, May 8-10 2014, Aarhus University, Denmark. ; , s. 20-
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Konferensbidrag (refereegranskat)abstract
- Since its introduction by Gibson (1979) the concept of affordance has been discussed at length by a number of researchers. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al (2001) claim that different modes have different specialized affordances. In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical educational tool. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the perception of an individual, it focuses on the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by the functions that it is expected to fulfil for the discipline. As such, the question of whether these affordances are inherent or perceived becomes moot. Rather, the issue is what a semiotic resource affords to an individual and whether this matches the disciplinary affordance. The power of the term is that learning can now be framed as coming to perceive the disciplinary affordances of semiotic resources. In this paper we will discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings. ReferencesAirey, J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala Retrieved 2009-04-27, from http://publications.uu.se/theses/abstract.xsql?dbid=9547Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. European Journal of Physics, 33, 657-666.Gibson, J. J. (1979). The theory of affordances The Ecological Approach to Visual Perception (pp. 127-143). Boston: Houghton Miffin.Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.Linder, C. (2013). Disciplinary discourse, representation, and appresentation in the teaching and learning of science. European Journal of Science and Mathematics Education, 1(2), 43-49.Norman, D. A. (1988). The psychology of everyday things. New York: Basic Books.
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| 3. |
- Airey, John, et al.
(författare)
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The concept of disciplinary affordance
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Since its introduction by Gibson (1979) the concept of affordance has been discussed at length by a number of researchers. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al (2001) claim that different modes have different specialized affordances. In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical educational tool. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the perception of an individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by the functions that it is expected to fulfil for the discipline. As such, the question of whether these affordances are inherent or perceived becomes moot. Rather, the issue is whether what a semiotic resource affords to an individual matches the disciplinary affordance. The power of the term is that learning can now be framed as coming to perceive the disciplinary affordances of semiotic resources. In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings
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| 4. |
- Barkefors, Irmeli, et al.
(författare)
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Exocyst Complex Component 3-like 2 (EXOC3L2) Associates with the Exocyst Complex and Mediates Directional Migration of Endothelial Cells
- 2011
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Ingår i: Journal of Biological Chemistry. - 0021-9258 .- 1083-351X. ; 286:27, s. 24189-24199
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Tidskriftsartikel (refereegranskat)abstract
- The exocyst is a protein complex that ensures spatial targeting of exocytotic vesicles to the plasma membrane. We present microarray data obtained from differentiating mouse embryonic stem cell cultures that identify an up-regulation of exocyst complex component 3-like 2 (exoc3l2) mRNA in sprouting blood vessels. Vascular expression of exoc3l2 is confirmed by qPCR analysis of different mouse tissues and immunofluorescence analyses of mouse brain sections. We detect an up-regulation of exoc3l2 mRNA synthesis in primary human endothelial cells in response to VEGFA, and this response is enhanced when the cells are grown on a three-dimensional collagen I matrix. Myc-tagged EXOC3L2 co-precipitates with the exocyst protein EXOC4, and immunofluorescence detection of EXOC3L2 shows partial subcellular colocalization with EXOC4 and EXOC7. Finally, we show that exoc3l2 silencing inhibits VEGF receptor 2 phosphorylation and VEGFA-directed migration of cultured endothelial cells.
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| 5. |
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| 6. |
- Fredlund, Tobias, et al.
(författare)
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A social semiotic approach to identifying critical aspects
- 2015
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 4:3, s. 302-316
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to propose a social semiotic approach to analysing objects of learning in terms of their critical aspects. Design/methodology/approach – The design for this paper focuses on how the semiotic resources – including language, equations, and diagrams – that are commonly used in physics teaching realise the critical aspects of a common physics object of learning. A social semiotic approach to the analysis of a canonical text extract from optics is presented to illustrate how critical aspects can be identified. Findings – Implications for university teaching and learning of physics stemming from this social semiotic approach are suggested.Originality/value – Hitherto under-explored similarities between the Variation Theory of Learning, which underpins learning studies, and a social semiotic approach to meaning-making are identified. These similarities are used to propose a new, potentially very powerful approach to identifying critical aspects of objects of learning.
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| 7. |
- Fredlund, Tobias, et al.
(författare)
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Analysing school science group work in terms of multimodal text development and its interplay with the context of situation
- 2018
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Ingår i: 9ICOM Book of Abstracts. ; , s. 64-64
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Social semiotics terms the immediate environment in which a text functions the ‘context of situation’ – an instance of the context of culture. The context of situation is defined by three parameters, FIELD, TENOR and MODE, which can be operationalized by the WHAT, the WHO and the HOW of a text functioning in a science classroom (Knain, 2015). Text and context mutually enable and constrain each other in acts of meaning. For something to be a text, it must both hang together internally and cohere externally in terms of the three contextual parameters (Halliday & Hasan, 2013). In this paper, we argue that although group work in science classes can be seen as joint text development, what is actually developed is often not a text, but a trajectory of different multimodal texts, each with its own text-context relationship. This is because the students sometimes jump between different topics, which point to different values of the context-parameters. We present an analysis of video recorded student group work where the students produce a trajectory of multimodal texts and move between different contexts of situation – as judged by the values of the contextual parameters. But there is one main thread that they continuously return to. This thread is both internally cohesive and coherent with a (developing) context of situation, and thus constitutes a text. Our analyses suggest that a factor that helps in enabling the students to return to this main thread is a drawing that they produce. A number of aspects of visual grammar are used as indications of the continuous transformation of both the text and its context of situation, including framing, foregrounding and backgrounding. We suggest that this process of multimodal text development is likely to be characteristic for learning trajectories
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| 8. |
- Fredlund, Tobias, et al.
(författare)
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Att välja lämpliga semiotiska resurser
- 2013
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Ingår i: Scientific literacy. - Malmö, Sweden : Gleerups Utbildning AB. - 9789140684431 ; , s. 59-70, s. 59-70
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Bokkapitel (refereegranskat)
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| 9. |
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| 10. |
- Fredlund, Tobias, et al.
(författare)
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Choosing appropriate resources : Investigating students’ scientific literacy
- 2012
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Konferensbidrag (refereegranskat)abstract
- Scientific literacy involves not only reading and writing, but also knowledge of other discipline specific ’semiotic resources’, such as, diagrams, graphs, equations, etc. In this paper we base our discussion of scientific literacy on Airey and Linder’s (2009) ideas about fluency in critical constellations of disciplinary-specific semiotic resources. This is illustrated by a discussion between three physics students. In their discussion, the students tried to explain why a stick partially immersed in water appears to bend at the water surface. Despite drawing a diagram commonly used in problem solving in this area, the students could not formulate a satisfactory explanation. Eventually, the students agreed on using a different diagram. This quickly led the students to a satisfactory explanation. We conclude from our analysis that despite apparently being fluent in the required semiotic resources, the students had not yet reached the level of scientific literacy where they spontaneously knew which resources were needed.
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