Journal article
Learners' idiosyncratic links as affordances for meaning making in the semiotic process
Semiotica, Vol.164(1-4), pp.173-195
01/01/2007
DOI: 10.1515/SEM.2007.024
Abstract
Idiosyncratic comments or questions in classrooms are often considered errors or indicate that the learner was off-task. Yet, these types of utterances can be considered meaningful when viewed through a semiotic lens, indicating the personal interpretation of the learner. In this qualitative study, I identify students' questions and comments of this type in elementary classrooms. Then, drawing on a semiotic process and the Mind as Rhizome metaphor, which both honor the unique nature of the meanings that individuals will make, I demonstrate how semiotic elements could be potentially useful in a meaning-making process.
Details
- Title: Subtitle
- Learners' idiosyncratic links as affordances for meaning making in the semiotic process
- Creators
- Kathy L. Schuh
- Resource Type
- Journal article
- Publication Details
- Semiotica, Vol.164(1-4), pp.173-195
- Publisher
- Walter De Gruyter
- DOI
- 10.1515/SEM.2007.024
- ISSN
- 0037-1998
- eISSN
- 1613-3692
- Number of pages
- 23
- Language
- English
- Date published
- 01/01/2007
- Academic Unit
- International Programs; Psychological and Quantitative Foundations
- Record Identifier
- 9984371099902771
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