Hi all,
Just a reminder about our final Friday seminar for the semester this afternoon
from Len Unsworth – details below.
See you all there!
Yaegan
From: Yaegan Doran <Yaegan.Doran@xxxxxxxxxx>
Date: Monday, 23 May 2022 at 12:08 pm
To: sys-func <sys-func@xxxxxxxxxxxxx>, "asflanet@xxxxxxxxxxxxx"
<asflanet@xxxxxxxxxxxxx>
Subject: Friday Seminar
Hello all!
This week is our final Sydney SFL Friday seminar for the semester and is from
Len Unsworth – abstract below.
We are to face at Sydney Uni, from 4-5:30pm Fridays in the Oriental Room of the
Quad at Sydney Uni, followed by our regular catch up at the pub.
We will also be livestreaming the seminar at:
https://uni-sydney.zoom.us/j/84002530042
(If you cannot make face to face or the live stream and you wish to see the
talk, please contact the speaker who will have access to a recording).
Below is the abstract for this week’s talk, and the schedule for the semester.
If you can, it’d be wonderful to see you all in person!
Yaegan
Analysing Affiliation in Infographics for High School Science
Len Unsworth
Australian Catholic University
Abstract
The point of departure for this presentation is Martin’s work on revisiting
field (Martin, 2020) and mode (Martin & Matruglio, 2020) inspired by the
concepts of semantic density and semantic gravity in Legitimation Code Theory
(Maton, 2014). Revisiting field, Martin suggests that disciplinarity needs to
be explored from a metafunctional perspective, taking into account ideational,
interpersonal and textual meaning. This means shifting our modelling from
realisation to instantiation and considering syndromes of meaning instantiating
the mass of a text – factored metafunctionally as technicality, iconisation
and aggregation. Revisiting mode, Martin suggests that context dependency also
needs to be explored from a metafunctional perspective. Once again this means
shifting our focus to instantiation and considering syndromes of meaning
instantiating presence in text – factored metafunctionally as iconicity,
negotiability and implicitness. This presentation zeros in on one aspect of a
larger collaborative project (Martin & Unsworth and earlier on Gill), which is
attempting to interpret infographics in science textbooks from the perspectives
of mass and presence. This has involved adapting our concept of presence for
the syndromes of meaning composing context dependency in infographics –
factored metafunctionally as congruence, affiliation and explicitness.
[cid:image001.png@01D871BB.84A70130]
In this session we focus on the presence variable affiliation. Our account of
affiliation attends to readers’ interpersonal involvement with images in
science textbooks. We first discuss images that have the role of building
affinity between the viewer and various categories of people with different
kinds of involvement in science. We then outline the ways in which images can
involve interaction with the viewer, in terms of engagement. This is followed
by a discussion of the affiliative function of different kinds of cartoons,
which we have categorized as infotainment. Finally, we discuss features of
images that invite the appreciation of viewers through their aesthetics.
While there has been extensive research on images in science
education(e.g.Gilbert & Treagust, 2009; Treagust et al., 2017; Treagust & Tsui,
2013), including a significant contribution by scholars in systemic functional
semiotics (Doran, 2019, 2021; Doran, 2017; Lemke, 1998; Yu, 2021), the emphasis
has largely been on ideational meaning – and to some extent textual meaning.
The fact that many students become disengaged with science learning, especially
as they transition to high school, has been an abiding concern in science
education research (Aker & Ellis, 2019; Inkinen et al., 2020; Martin et al.,
2019). This warrants closer research attention to affiliation in the multimodal
disciplinary discourse of digital and paper media learning resources in science
education.
References
Aker, L. B., & Ellis, A. K. (2019). A Meta-Analysis of Middle School Students'
Science Engagement. International Dialogues on Education: Past and Present,
6(1), 9-24.
Doran, Y. (2019). Building knowledge through images in physics. Visual
Communication, 18(2), 251-277. https://doi.org/10.1177/1470357218759825
Doran, Y. (2021). Multimodal knowledge: Using language, mathematics and images
in physics. In K. Maton, J. R. Martin, & Y. J. Doran (Eds.), Teaching Science:
Language, Knowledge, Pedagogy. Routledge. https://doi/10.4324/9781351129282. ;
Routledge. https://doi.org/10.4324/9781351129282
Doran, Y. J. (2017). The discourse of physics: Building knowledge through
language, mathematics and image. Routledge. vbk://9781351721417
Gilbert, J. K., & Treagust, D. (2009). Multiple representations in chemical
education (Vol. 4). Springer. https://doi.org/10.1007/978-1-4020-8872-8
Inkinen, J., Klager, C., Juuti, K., Schneider, B., Salmela‐Aro, K., Krajcik,
J., & Lavonen, J. (2020). High school students' situational engagement
associated with scientific practices in designed science learning situations.
Science Education, 104(4), 667-692.
Lemke, J. (1998). Multiplying meaning: Visual and verbal semiotics in
scientific text. In J. R. Martin & R. Veel (Eds.), Reading science: Critical
and functional perspectives on discourses of science (pp. 87-113). Routledge.
Martin, J. R. (2020). Revisiting field: Specialized knowledge in secondary
school science and humanities discourse. In J. R. Martin, K. Maton, & Y. J.
Doran (Eds.), Accessing Academic Discourse: Systemic Functional Linguistics and
Legitimation Code Theory (pp. 114-148). Routledge.
Martin, J. R., & Matruglio, E. (2020). Revisiting mode: Context in/dependency
in Ancient History classroom discourse. In J. R. Martin, K. Maton, & Y. J.
Doran (Eds.), Accessing Academic Discourse: Systemic Functional Linguistics and
Legitimation Code Theory (pp. 89-113). Routledge.
Martin, K., Davis, L., & Sandretto, S. (2019). Students as storytellers:
mobile-filmmaking to improve student engagement in school science. Journal of
Science Communication, 18(5), A04.
Maton, K. (2014). Knowledge and Knowers: Towards a Realist Sociology of
Education. Routledge.
Treagust, D. F., Duit, R., & Fischer, H. E. (2017). Multiple representations in
physics education (Vol. 10). Springer. https://doi.org/10.1007/978-3-319-58914-5
Treagust, D. F., & Tsui, C.-Y. (2013). Multiple representations in biological
education. Springer Science & Business Media.
https://doi.org/10.1007/978-94-007-4192-8
Yu, Z. (2021). Exploring the Knowledge-building of Chemistry in Secondary
School Chemistry Textbooks: A Multisemiotic Perspective Tongji ].
Date
Presenter
Topic
11th March
Yaegan Doran
Sundanese nominal groups: Text and textual meaning
18th March
Annabelle Lukin
Masculine power in international war law: a (preliminary) linguistic inquiry
25th March
Joshua Han
Examining social media 'content creation' from a social semiotic perspective
through a multimodal rhythmic analysis of a TikTok video
1st April
Mary Macken-Horarik
Building a knowledge structure in school English: Troubles and (potential)
triumphs
8th April
Rosemary Huisman
Temporal meanings and SFL worlds of experience
Usyd Mid-semester break
29th April
David Rose
Four ways to tell a story
6th May
Alison Moore & Aurélie Mallet
#RecoverSouthCoast: how can SFL/SFS inform the study of social media use for
rebuilding community after bushfire and other disasters
13th May
Dragana Stosic &
Sally Humphrey
Negotiating the validity of health information on social media
20th May
Georgia Carr
Doing the heavy lifting: Technicalising and iconising attitude in sex education
27th May
Len Unsworth
Analysing Affiliation in Infographics for High School Science