Access

You are not currently logged in.

Access JSTOR through your library or other institution:

login

Log in through your institution.

If You Use a Screen Reader

This content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Journal Article

More than Words: The Generative Power of Transmediation for Learning

Marjorie Siegel
Canadian Journal of Education / Revue canadienne de l'éducation
Vol. 20, No. 4, Cultural Psychology and Semiotics (Autumn, 1995), pp. 455-475
DOI: 10.2307/1495082
Stable URL: http://www.jstor.org/stable/1495082
Page Count: 21
Were these topics helpful?
See somethings inaccurate? Let us know!

Select the topics that are inaccurate.

Cancel
  • Read Online (Free)
  • Download ($9.00)
  • Subscribe ($19.50)
  • Add to My Lists
  • Cite this Item
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
More than Words: The Generative Power of Transmediation for Learning
Preview not available

Abstract

The emerging shift from transmission- to inquiry-oriented models of teaching and learning implies that students need more than words to learn. Transmediation, the act of translating meanings from one sign system to another, increases students' opportunities to engage in generative and reflective thinking because learners must invent a connection between the two sign systems, as the connection does not exist a priori. In this article I explore the semiotic basis for this claim and illustrate the generative potential of transmediation. /// L'émergence d'une nouvelle orientation dans le domaine de l'enseignement et de l'apprentissage -- de la transmission du savoir à des méthodes qui privilégient la recherche -- implique que les mots ne sont plus, à eux seuls, l'outil d'apprentissage par excellence. La transmédiation, c'est-à-dire la traduction de significations à partir d'un système de signes vers un autre, multiplie pour les élèves les occasions de faire preuve d'une pensée créative et réflexive, car ils doivent inventer un lien entre deux systèmes de signes, le lien n'existant pas a priori. L'auteure se penche sur le fondement sémiotique de cette théorie et illustre le potentiel créatif de la transmédiation.

Page Thumbnails

  • Thumbnail: Page 
455
    455
  • Thumbnail: Page 
456
    456
  • Thumbnail: Page 
457
    457
  • Thumbnail: Page 
458
    458
  • Thumbnail: Page 
459
    459
  • Thumbnail: Page 
460
    460
  • Thumbnail: Page 
461
    461
  • Thumbnail: Page 
462
    462
  • Thumbnail: Page 
463
    463
  • Thumbnail: Page 
464
    464
  • Thumbnail: Page 
465
    465
  • Thumbnail: Page 
466
    466
  • Thumbnail: Page 
467
    467
  • Thumbnail: Page 
468
    468
  • Thumbnail: Page 
469
    469
  • Thumbnail: Page 
470
    470
  • Thumbnail: Page 
471
    471
  • Thumbnail: Page 
472
    472
  • Thumbnail: Page 
473
    473
  • Thumbnail: Page 
474
    474
  • Thumbnail: Page 
475
    475