Different Modes Of Representation Research Articles

Introduction: digital participatory biodiversity science

ABSTRACT This introduction presents the context in which digital participatory biodiversity science has developed. After describing its basic operating model and how it is affecting scientific practice, the text suggests that a science and technology studies perspective may shed light on some of the issues raised by new ways of doing biodiversity science. It highlights issues of authority and expertise, different modes of representation and visibility, and the importance of infrastructure. Finally, the introduction briefly describes each of the four papers in the special section and draws parallels among them. Digital technologies blur previous clear-cut dichotomies between producers and users of data and reconfigure the distribution of agency among living beings and technologies. They connect local practices and achievements of biodiversity monitoring with extended outcomes, produced by the transposition, and adaptation of practices or the interoperability of data in larger infrastructures.

Approche historique des épreuves projectives par le jeu au décours du XXe siècle

ObjectiveThe objective of this article consists in presenting the historical and epistemological analysis of the various psychological currents at the origin of the creation of the various play-based projective tests during the 20th century in Europe. The historical and conceptual sources of these proofs being fragmentary, an analysis of the archives proved necessary in order to grasp the nature of their differences and their common elements. The psychodynamic analysis of the child's motives for playing, along with their traces in the adolescent and in the adult, make it possible to think about the different modes of apprehension of the analysis of play according to the tests’ creators. The different objectives of these creators are analyzed in order to perceive the theoretical background that motivated their creations. MethodThe presentation of the Scenotest to autistic children and the various interpretative possibilities led me to return to the historical sources of the different contexts of the creation of play-based tests: The World Test, The Village Test, The Imaginary Village Test, The Scenotest. The quest for expression through play is constantly questioned according to different concepts in order to access humans’ modes of psychic and perceptual functioning. However, we can observe common elements in the approach to the investment of space and time, which we propose to analyze. The updating of the links between the various creators and researchers leads to an examination of a shared foundation for the various play-based projective tests under discussion, differences in treatment of the material, as well as their implementation. The contribution for each version of the play tests is recorded in the analysis of the diversification of methods. ResultsThe results attest to a common goal centered on the spatial treatment of constructions and what they reveal of the unconscious of each one as well as their links to the collective. Admittedly, research projects take on different colors depending on the creators. There is no shared method: each creator deploys his personal method of analyzing the creation of individual and collective living spaces, circulation spaces. However, we have grouped together several common elements: - None of the test creators make a link with Freudian infantile sexuality. - The focus is on the action of the game, which is used to decipher the qualities of constructions, even strategies to distribute the constructions. - The observation and analysis of the modes of projection of spatial representations are common. However, the motor expression of affect is not noted as an index of psychic economy. The qualities of the affects present in the modes of assembly of the constructions, from the child to the adult, are not analyzed. - The superposition of the diagnostic and therapeutic approach is one of the common elements; the same tools are used in different settings. - No creator mentions the quality of the environment and the major traumatic upheavals, as well as their traces, to which the population was subjected during this period of the 20th century. Jung's works are frequently quoted and taken up as a basis for reflections in these two frameworks; the influence of Jungian theories appears relatively extensive at this time. DiscussionThe memory traces left by the traumas linked to the two World Wars are little taken into account among populations who were exposed to their damage, although the games reveal traces of it. Current research on autism and old age reflects ongoing in-depth studies. A reflection comes up several times in the writings of G. von Staabs that also crosses the two fields concerned by the Scenotest, that of psychotherapy and diagnostic investigation. The reference to construction is interesting to remember, in this period of destruction of the environment; on the contrary, the game and the analysis of its free associativity in children are left in the shadows. The work of Monika Boekholt concerning the Scenotest has made it possible to present a new method of interpreting acting processes by favoring the analysis of the different modes of representation of the body in thought, from perceptual sensory traces to the work of primary and secondary identifications. During our research with children and adolescents with autism using the Scenotest, we were surprised by the attention paid by the patients to the elements to be built which, are immediately invested in building a double bottom and/or reinforcing the edges of the playing area. ConclusionThis historical study sheds light on the new fields of epistemological and therapeutic research, which could be useful in designing relevant diagnostic and therapeutic devices.

Model Oluşturma Etkinliklerinde Matematiksel İlişkilendirmelerin Belirlenmesi: Tasarımcı Olarak Matematik Öğretmen Adaylarıyla Bir Durum Çalışması

This paper aimed to explore mathematical connections that pre-service elementary mathematics teachers identified in model-eliciting activities that they designed. The study used a qualitative, in-depth exploratory case study approach conducted with a total of 42 undergraduate students selected using a purposive sampling method. Data were collected from mathematical modeling problems prepared by pre-service mathematics teachers and from written assignments in which pre-service teachers evaluated their problems in terms of mathematical connections. Data analysis utilized open coding to identify and label common patterns thematically. Results showed that most of the problems designed were consistent with the principles of the model-eliciting activities. A cross-case analysis of model-eliciting activities revealed that four types of mathematical connections were identified: (i) connections to real-world situations, (ii) connections between mathematical concepts, (iii) connections between different modes of representation, and (iv) connections to other disciplines. The mathematical connections identified in the modeling activities did not seem to be mutually exclusive, but rather supportive and sometimes overlapping. Pre-service mathematics teachers’ identification of mathematical connections in modeling problems reflects both their awareness of mathematical connections and their perception that the skills required for the mathematical modeling process are directly related to mathematical connection skills. Therefore, it is important that pre-service mathematics teachers have a comprehensive understanding of mathematical connections and believe that this is an essential element of the modeling process so that the various dimensions of mathematical connections, along with relevant mathematical, pedagogical, and curricular knowledge, can be effectively integrated into model-eliciting activities.

Approaching the Concept of Multiliteracies: Multilingual Writing Competence as an Integrated Model

In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies), where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person’s repertoire and is continuously evolving. We respond to the call to operationalize existing theory on multilingual writing for empirical testing by conducting first- and second-order confirmatory factor analyses that explore whether and how students’ writing proficiency in different languages can be modelled as an integrated construct, to analyze multilingual writing’s dimensionality. We draw on a corpus of multilingual writing in secondary students (n = 965) in three different languages: the majority language (German), the heritage languages of migrants in Germany (Russian or Turkish), and the first foreign language (English). Based on competence data of a substantial sample of multilingual adolescents, the results provide an empirical approach to modelling multilingual writing competence in complex multilingual repertoires.

Preissler’s Plates for Zachariae’s Die Tageszeiten (1756): Strategies of Iconotextual Meaning-Making and Visual Criticism

This article examines the set of four full-page illustrations and a title-page vignette that the Rostock publisher Johann Christian Koppe commissioned Johann Justin Preißler to produce for his edition of Justus Friedrich Wilhelm Zachariae’s Die Tageszeiten (1756). It offers an account of the ways in which the plates fulfil a literary-critical function of making textual knowledge present by reordering textual meaning through a selective reconstitution of the poem’s discursive systems. Creating narrative illustrations that in the scenes they construct create new connections between otherwise distinct textual passages, the full-page plates reinvent Zachariae’s poem by not following the poem’s progressive structure. Instead, they foreground the episodic through the combination of different modes of representation, ranging from realist and sentimental to allegorical, at the same time redacting the sensational.

Dai in the “Land of Tropical Miasma”: Encounters of Early Chinese Anthropology in Yunnan

In early- to mid-twentieth century China, the tropical landscapes and indigenous peoples of southern Yunnan entered public consciousness in two different modes of representation: as a desolate and unfamiliar frontier fraught with the peril of diseases and in desperate need of environmental and social engineering; or, as a haven of fertile land with an ideal of harmonious society. In the process of making new senses of this tropical border region, anthropology played a major role as Chinese anthropologists working in this newly institutionalized discipline turned the Dai, traditionally regarded by Han people as a marginal group living within a dangerous land of zhangqi (tropical miasma), into an ethnographic subject. From Ling Chunsheng’s vision of environmental modification and medical advancement as a twofold project to engineer a new landscape and a new people, to Tian Rukang’s cultural critique that imagined the way of life of Dai people as an antidote for modernity, this article examines early Chinese anthropological discourses on the Dai people and their lived environment. I investigate how technological and epistemological changes fundamentally reshaped the meaning of tropical landscapes in China, a multi-ethnic country of a vast and diverse territory struggling to rejuvenate within a new global order, and I ponder the symbolic and material consequences of this recent history.

Parallax projections: Decay, entropy and obsolescence at Wangi Power Station

This paper investigates the architecture of Wangi Power Station through a range of different modes of representation that document the decay, entropy, and obsolescence of industrial heritage. The paper discusses a series of drawing projects that use photography, drone photogrammetry, and analogue drawing practices to explore conditions of ruination, dereliction, and abandonment as a counternarrative to regimes of fixing, maintenance, and care. By positioning these documenting processes within a broader context of architectural drawing and its theory as a form of architectural knowledge, the paper explores the contemporary role of drawing in recording industrial decay and its history. The paper considers the discourse of modernism and industrialisation as having been underpinned by a dialectic of the obsolete machine and its advanced mechanistic representation, and examines the drawings of Wangi to propose an alternative reading of the twentieth century.

TRAUMA AND MEMORY IN POST-YUGOSLAV CINEMA

The article discusses cinematic representations of memory and trauma in post-Yugoslav documentary and feature films that depict political and social reality in the post-socialist period. Through different modes of representation, from retrospective and testimonial to self-reflexive, post-Yugoslav films address important issues related to recent violent past. Since 1990s coming to terms with the past has been a central topic in public discourses and the complex and powerful role of memory in the formation of national identities has become a common topic in almost all artistic and cultural practices. Memory has become increasingly important in the construction of both individual and collective identity. As such, it has also become a site of struggle and identification. Contemporary post-Yugoslav filmmakers courageously tackle various issues related to collective memory, offering their point of view concerning events and personalities from Yugoslav history and the impact they have had on contemporary society. Younger generation filmmakers do not seek to perpetuate the nationalist discourse on war that marked the film production in the first post-socialist decade. The approach to recent history in their movies is more self-critical; the filmmakers reject self-victimization and self-exoticization and focus more on war-related guilt and embarrassment for the crimes committed by all belligerent sides.

On the Issue of Reading Multimodal Texts

Most of our reading practices have moved from print-based to online texts, which integrate not only linguistic expression but various images, sounds, other meaning making elements, therefore the reader's engagement with the text has changed as well. While reading multimodal texts, the reader has to construct the meaning out of different modes of representation. The complexity of such texts and the way the second language learners read and construct their meaning are important for educators. Thus, the article aims at revealing the readers' viewpoints of reading multimodal texts by evaluating language users’ practices of reading print and online texts and determining their own participation and self-expression on social websites. The survey results demonstrated that readers mostly get news from online sources on the Internet, they also listen to the radio, and read the print version of news too. The research results confirmed that the text layout causes changes in reading habits and may raise difficulties in getting the main idea, grasping the meaning of images. While reading multimodal texts, the research participants prefer to stay passive and as social media users they remain not very active as well.

Student Development in Logical Reasoning: Results of an Intervention Guiding Students Through Different Modes of Visual and Formal Representation

Due to growing interest in twenty-first-century skills, and critical thinking as a key element, logical reasoning is gaining increasing attention in mathematics curricula in secondary education. In this study, we report on an analysis of video recordings of student discussions in one class of seven students who were taught with a specially designed course in logical reasoning for non-science students (12th graders). During the course of 10 lessons, students worked on a diversity of logical reasoning tasks: both closed tasks where all premises were provided and everyday reasoning tasks with implicit premises. The structure of the course focused on linking different modes of representation (enactive, iconic, and symbolic), based on the model of concreteness fading (Fyfe et al., 2014). Results show that students easily link concrete situations to certain iconic referents, such as formal (letter) symbols, but need more practice for others, such as Venn and Euler diagrams. We also show that the link with the symbolic mode, i.e. an interpretation with more general and abstract models, is not that strong. This might be due to the limited time spent on further practice. However, in the transition from concrete to symbolic via the iconic mode, students may take a step back to a visual representation, which shows that working on such links is useful for all students. Overall, we conclude that the model of concreteness fading can support education in logical reasoning. One recommendation is to devote sufficient time to establishing links between different types of referents and representations.

Critical Transmodal Pedagogies: Student Teachers Play with Genre Conventions

Abstract This paper explores how student teachers navigated moving between different modes of representation from written text to image. This enabled some students to play with genre conventions, rethink the relationship between word and image, and explore multimodality in interesting ways. Working at the intersection of Kress’ work on Multimodality, Newfield’s transmodal moment and the critical literacy project, I designed and implemented a course for English secondary education in one school of education in South Africa. Firstly, this article outlines the course’s aims and assessment to consider how multimodality might feature in a unit of work for student teachers. Specific focus is given to the final assessment task that required students to make a ‘transmodal shift’ from linguistic to visual-linguistic; from written narrative to multimodal storytelling. Secondly, a critical multimodal discourse analysis of students’ visual narratives is applied to explore how critical transmodality enabled some student teachers to imagine beyond traditional narrative structures and explore multimodal semiotic resources in innovative ways, relevant to the secondary English classroom. Finally, I conclude by considering the implications of multimodal semiotic play for both research and classroom practice in language and literacy education, including assessment, the value of non-linguistic modes, and genre as a construct of power.

Culturing cut

Culturing cut (since 2013) is a biological art project that deals with different modes of representation in scientific and artistic practices by materially staging live interactions between h...

Shared Literacies: Promoting Thinking and Learning in Art Education Through Movement Literacy

The notion of Shared Literacies describes a process in which specialization in two separate domains merge to generate an opportunity for a new kind of knowledge to evolve. The paper presents a study where movement literacy (expertise in the field of dance in both theoretical and practical aspects) meets literacy (expertise in the creation and decoding of graphic-symbolic representations of any kind of knowledge). The theoretical background contains an overview of the two kinds of literacy, as well as two pertinent pedagogical ideas: the ability to translate information between different modes of representation; and self-generation of representations, an idea which emphasizes the independent design of symbols by learners. Both are tools for constructing a deeper understanding of a given phenomenon. The Shared Literacies' products are independently developed graphic-symbolic representations for dance movements, which emerged through a designated methodology. These reveal new aspects of the participants' insights: in the field of movement, learners became aware of its various aspects, including the ability to analyze, think of and conceptualize the components of bodily movement; in the field of symbolic representation, participants improved their abilities to manage multifaceted information about a phenomenon, using symbolic knowledge already at hand, as well as developing new representational means. The study demonstrates the power of Shared Literacies – the integration between different artistic and general fields of thought – as a novel approach for education in the Arts.

Corpo feminino e envelhecimento na obra de Lygia Fagundes Telles

Resumo O objetivo deste artigo é dar visibilidade aos diversos modos de representação do corpo envelhecido na obra da escritora Lygia Fagundes Telles, comparando tais imagens com outras apresentadas por Clarice Lispector e Maria Valéria Rezende. Seguindo os rastros deixados por Elódia Xavier em Que corpo é esse?, buscamos traçar uma espécie de tipologia do próprio corpo envelhecido, a fim de demonstrar a diversidade de suas representações na literatura de autoria feminina. Neste texto, propomos investigar o corpo envelhecido da seguinte forma: i) o corpo envelhecido como degradação; ii) o corpo envelhecido silenciado; iii) o corpo envelhecido redimido. Tais escritoras apontam, assim, o quão difícil se torna o envelhecimento em uma sociedade que confina o idoso a situações degradantes tanto em âmbito familiar quanto público.

Primary Teacher Students’ Understanding of Fraction Representational Knowledge in Slovenia and Kosovo

The study of primary teacher students’ knowledge of fractions is very important because fractions present a principal and highly complex set of concepts and skills within mathematics. The present study examines primary teacher students’ knowledge of fraction representations in Slovenia and Kosovo. According to research, there are five subconstructs of fractions: the part-whole subconstruct, the measure subconstruct, the quotient subconstruct, the operator subconstruct and the ratio subconstruct. Our research focused on the part-whole and the measure subconstructs of fractions, creating nine tasks that were represented by different modes of representation: area/region, number line and sets of objects. The sample consisted of 76 primary teacher students in Slovenia and 93 primary teacher students in Kosovo. Both similarities and differences of the primary teacher students’ interpretations of the representations across the two countries were revealed and compared. The findings suggest that primary teacher students from both countries need to upgrade their understanding of fractions. The analysis confirms that the formal mathematical knowledge acquired by primary teacher students is not necessarily adequate for teaching elementary concepts in school.

"Game Over": Israeli and German Visual Poetics of Catastrophe

My exploration of works by the Israel-based artist Dina Shenhav, such as City (2000), Game Over (2001), Dog (2005), End of the Forest (2008), Crystal (2008), and Rest (2008), aspires to develop a critical reading of visual artwork associated with literary texts. This essay suggests a reading of Dina Shenhav's art as an "autobiographical narrative in pictorial terms" that highlights the tensions derived from the interplay between different modes of representation—word and image, poetic and visual—in the past and the present, in Europe and in the Middle East, in German and in Hebrew. Interacting and corresponding with aesthetic theories by Walter Benjamin, as well as with concepts in the fields of art (Dürer, Kiefer) and poetics (Sebald, Yehoshua, Yeshurun), I intend to show how Shenhav shapes a visual poetics of catastrophe in her coming to terms with a private and collective traumatic past that is inseparable from bearing witness to an ongoing political present.

Depicting and describing meanings with iconic signs in Norwegian Sign Language

AbstractThere is growing momentum towards a theory of languaging that acknowledges the diverse semiotic repertoires people use with each other. This paper contributes to this goal by providing further evidence from signed language discourse. In particular, we examine iconic signs from Norwegian Sign Language, which can be interpreted as both “regular” lexical signs and token depictions. This dual potential is manipulated by signers in context. We analyze these signs asdescriptionsanddepictions, two different modes of representation. Then we compare these signs to some of the description and depiction that occurs in spoken language discourse. In this way we aim to present some of the advantages of using description and depiction in analyses of communication and interaction. By doing this, we also forge links between the languaging of speakers and the languaging of signers.

Supporting the teaching of the visual literacies in the earth and life sciences in higher education

ABSTRACTInternationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide range of disciplines such as the sciences, engineering and architecture. The research recognises that this is an area of academic literacy teaching that has often been neglected. This article draws on the findings of a research project which set out to understand both the multimodal literacy requirements and current practices in the teaching of these literacies in the earth and life sciences at a South African university. Three key themes are discussed: learning to see like a scientist, the importance of learning by switching between and integrating different modes of representation and teaching the conventions of representation in the sciences. The conclusion proposes ways for academic developers to work with staff to develop more explicit ways of teaching the visual literacies.

Impact of professional learning on teachers’ representational strategies and students’ cognitive engagement with molecular genetics concepts

A variety of practices and specialised representational systems are required to understand, communicate and construct molecular genetics knowledge. This study describes teachers’ use of multimodal representations of molecular genetics concepts and how their strategies and choice of resources were interpreted, understood and used by students to demonstrate their conceptual understanding. Recordings of teachers’ and students’ discourse around representations, teacher interviews and student pre- and post-tests were used as data sources. Vignettes of students’ dialogue with teachers around the form and function of representations and teacher interview responses highlight higher order conceptual understanding. Coding for cognitive domains within lesson phases where different modes of representation were utilised showed classrooms operated at higher domains compared to lessons where modalities were absent. This study shows how pedagogy that focuses on representational form and function as well as students’ engagement in critical discussion around affordances and constraints of representations results in a higher cognitive engagement with molecular genetics knowledge.

Can visual ambiguity facilitate design ideation?

Two experiments are present to examine the hypothesis that the ambiguity inherent within concept sketches can assist reasoning between different modes of representation, and engage translation from descriptions to depictions. The unstructured, ambiguous figures used as design cues in the experiments were classified as being at high, moderate, and low ambiguity. Participants were required to use the ideas suggested by the visual cues to design a novel table. Results showed that different levels of ambiguity within the cues significantly influenced the quantity of idea development of experienced designers, but not novice designers. For experienced designers, as the level of ambiguity in the cue increased so did the number of design ideas that were generated. Most design interpretations created by both experienced designers and novices were affected by geometric contours within the figures. We argue that the cognitive uncertainty engendered by ambiguous figures may inspire designers to search for substitute information in order to reduce this sense of uncertainty. With higher degrees of uncertainty the designer has greater freedom to search for more diverse ways to resolve presented ambiguities, thereby leading to innovations during the process of concept development.