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Students' multimodal knowledge sharing in school: Spatial repertoires and semiotic assemblages.

Linnea Stenliden1, Jörgen Nissen1

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Summary

Elementary students effectively communicate data insights using visual analytics (VA) tools. Their presentations integrate visual, bodily, and verbal elements, aiding teacher assessment of knowledge.

Keywords:
bodily expressionsknowledge sharingmultimodalityschoolsemiotic assemblagespatial repertoiresverbal expressionsvisual analytics

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Area of Science:

  • Educational Technology
  • Data Visualization
  • Social Sciences Education

Background:

  • The increasing volume of data necessitates effective tools for students to interpret and utilize information.
  • Visual Analytics (VA) applications can support students in drawing conclusions and making predictions.
  • Developing methods for students to communicate their data-derived insights is crucial for the knowledge-building process.

Purpose of the Study:

  • To analyze how elementary school students communicate their insights derived from interactive data visualizations.
  • To explore various modes of presentation for student-generated visual discoveries.
  • To understand the final stage of the knowledge-building process using VA applications.

Main Methods:

  • A design-based intervention study was conducted in a social science classroom.
  • Thirty students' presentations of insights from interactive data visualizations were video-recorded.
  • Analysis employed concepts from Pennycook (2018) and Deleuze and Guattari (1987).

Main Results:

  • Students utilized multifaceted presentations integrating visual, bodily, and verbal communicative dimensions.
  • These dimensions were embedded within spatial repertoires, forming flexible semiotic assemblages.
  • The study details a significant empirical sequence illustrating the interaction of different communicative modes.

Conclusions:

  • Students' communication of insights from VA applications involves complex, multimodal interactions.
  • The identified communicative assemblages offer potential for enhanced teacher assessment of student knowledge.
  • Effective pedagogical strategies can leverage these multimodal practices for deeper learning.