Critical Graphicacy Understanding Visual Representation Practices in
School science is dominated by textbook-oriented approaches to teaching and learning. Some surveys reveal that students have to read, depending on academic level, between ten and thirty-six pages per week from their textbook. One therefore has to ask, To
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Science & Technology Education Library VOLUME 26 SERIES EDITOR Wolff-Michael Roth, University of Victoria, BC, Canada FOUNDING EDITOR
Ken Tobin, City University of New York, N.Y., USA EDITORIAL BOARD Henry Brown-Acquay, University College of Education of Winneba, Ghana Mariona Espinet, Universitat Autonoma de Barcelona, Spain Gurol Irzik, Bogazici University, Istanbul, Turkey Olugbemiro Jegede, The Open University, Hong Kong Lilia Reyes Herrera, Universidad Autónoma de Colombia, Bogota, Colombia Marrisa Rollnick, College of Science, Johannesburg, South Africa Svein Sjøberg, University of Oslo, Norway Hsiao-lin Tuan, National Changhua University of Education, Taiwan SCOPE The book series Science & Technology Education Library provides a publication forum for scholarship in science and technology education. It aims to publish innovative books which are at the forefront of the field. Monographs as well as collections of papers will be published.
The titles published in this series are listed at the end of this volume.
Critical Graphicacy Understanding Visual Representation Practices in School Science
by
WOLFF-MICHAEL ROTH University of Victoria, BC, Canada LILIAN POZZER-ARDENGHI University of Victoria, BC, Canada and JAE YOUNG HAN Seoul National University, Korea
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN-10 ISBN-13 ISBN-10 ISBN-13
1-4020-3375-3 (HB) 978-1-4020-3375-9 (HB) 1-4020-3376-1 (e-book) 978-1-4020-3376-6 (e-book)
Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www.springeronline.com
Printed on acid-free paper
All Rights Reserved © 2005 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed in the Netherlands.
Contents
Preface
vii
Introduction
ix
1 Toward a critical graphicacy
1
2 The work of reading graphs
25
3 Graphicacy and context
55
4 Photographs in biology texts
83
5 Graphicacy in lectures
109
6 Interpretive graphicacy in practice
133
7 The work of reading layered inscriptions
159
8 Semiotics of chemical inscriptions
187
9 Reading layered dynamic inscription
217
10 Epilogue: Steps toward a critical graphicacy
241
Notes
263
Bibliography
273
Index
279
About the authors
285
v
Preface
High school is dominated by textbook-oriented approaches to teaching and learning. Thus, a survey of 149 teachers revealed, biology students have to read, depending on academic level, between ten and thirty-six pages per week from their textbook.1 One therefore has to ask, To what degree do textbooks introduce students to the literary practices of their domain? However, little research has addressed the quality of science curriculum materials,
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