Animation and the remediation of school physics–a social semiotic approach

He, Y; van Leeuwen, T

Animation and the remediation of school physics–a social semiotic approach

He, Y van Leeuwen, T

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Social Semiotics, 2020, 30, (5), pp. 665-684
Issue Date:: 2020-10-19

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Field	Value	Language
dc.contributor.author	He, Y
dc.contributor.author	van Leeuwen, T https://orcid.org/0000-0003-2163-8700
dc.date.accessioned	2021-02-09T08:23:02Z
dc.date.available	2021-02-09T08:23:02Z
dc.date.issued	2020-10-19
dc.identifier.citation	Social Semiotics, 2020, 30, (5), pp. 665-684
dc.identifier.issn	1035-0330
dc.identifier.issn	1470-1219
dc.identifier.uri	http://hdl.handle.net/10453/145991
dc.description.abstract	© 2019 Informa UK Limited, trading as Taylor & Francis Group. This paper opens by proposing a model for the holistic study of design software that emphasises user operations. It then examines the affordances of Explain Everything, a popular interactive whiteboard software, for animating concepts that play a crucial role in the Australian Year 7–10 physics curriculum. Building on earlier work on animation by Leão [(2012a). “Movement in Film Titles: An Analytical Approach.” Unpublished PhD, University of Technology, Sydney], the meaning-making resources of animation, in general, are presented as a stratified system (of choices), which is then deployed to explore the animation operations that Explain Everything facilitates. It is found that Explain Everything can animate some of the Year 7–10 physics concepts but has limitations with respect to others and is not able to realise all the options which the animation system generalises. In this way, the paper seeks to contribute to the growing body of social semiotic studies of multimodal semiotic technologies.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation	http://purl.org/au-research/grants/arc/DP150101214
dc.relation.ispartof	Social Semiotics
dc.relation.isbasedon	10.1080/10350330.2019.1568957
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.subject	2001 Communication and Media Studies, 2002 Cultural Studies, 2099 Other Language, Communication and Culture
dc.title	Animation and the remediation of school physics–a social semiotic approach
dc.type	Journal Article
utslib.citation.volume	30
utslib.for	2001 Communication and Media Studies
utslib.for	2002 Cultural Studies
utslib.for	2099 Other Language, Communication and Culture
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Education
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
dc.date.updated	2021-02-09T08:22:55Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	30
utslib.citation.issue	5

Abstract:

© 2019 Informa UK Limited, trading as Taylor & Francis Group. This paper opens by proposing a model for the holistic study of design software that emphasises user operations. It then examines the affordances of Explain Everything, a popular interactive whiteboard software, for animating concepts that play a crucial role in the Australian Year 7–10 physics curriculum. Building on earlier work on animation by Leão [(2012a). “Movement in Film Titles: An Analytical Approach.” Unpublished PhD, University of Technology, Sydney], the meaning-making resources of animation, in general, are presented as a stratified system (of choices), which is then deployed to explore the animation operations that Explain Everything facilitates. It is found that Explain Everything can animate some of the Year 7–10 physics concepts but has limitations with respect to others and is not able to realise all the options which the animation system generalises. In this way, the paper seeks to contribute to the growing body of social semiotic studies of multimodal semiotic technologies.

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http://hdl.handle.net/10453/145991