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Reading as transmediation.

Lu, Yu-Chiao Lucia.

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Reading as transmediation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reading as transmediation./
Author:	Lu, Yu-Chiao Lucia.
Description:	240 p.
Notes:	Source: Dissertation Abstracts International, Volume: 57-12, Section: A, page: 5086.
Contained By:	Dissertation Abstracts International57-12A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9716468
ISBN:	0591244195

Reading as transmediation.
Lu, Yu-Chiao Lucia.

Reading as transmediation. - 240 p.

Source: Dissertation Abstracts International, Volume: 57-12, Section: A, page: 5086.

Thesis (Ph.D.)--Indiana University, 1996.

It is generally assumed that Chinese students within the language and literature classroom are unfamiliar with critical ways of reading, questioning, and analyzing texts. Politically, an extension of the central monarchy in Chinese history demanded uniformity in thinking and stifled Chinese people's social, cultural and intellectual variations. Educationally, Grammar-Translation Approach, and New Criticism as an approach aims at imparting correct interpretations of literary works to learners, have constituted the current-tradition framework in language and literature instruction over the last four decades. Consequently, language arts curriculum has involved the passive transmission of knowledge, instead of being based upon learners as inquirers. According to socio-semiotic theory, language is one of the signs or sign systems such as art, music, dance, drama, mathematics, and cultural modes, which humans created to mediate the world. A good language arts curriculum must be able to expand learners' potential for understanding and communicating through a variety of signs and sign systems, not only language. This research is a conceptualization of this theory in order to provide an intellectual foundation for an ESL curriculum. In this case-study research, a naturalistic inquiry, six ESL adult learners were asked to read six poems and to interpret the poems through written reflection, individual drawings, and collaborative drawings in six literacy meetings. The readers' responses to the poems were discussed from their social, cultural, political and educational perceptions. The findings suggest that transmediation, an act of translating meanings from one sign system to another, makes text an open playground, invites multiple interpretation from readers, evokes unlimited semiosis, or the on-going generation of meanings among learners of first and second language at all levels, and develops their thinking and critical reading.

ISBN: 0591244195Subjects--Topical Terms:

1018115
Education, Language and Literature.

Reading as transmediation.
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500 $a Source: Dissertation Abstracts International, Volume: 57-12, Section: A, page: 5086.
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520 $a It is generally assumed that Chinese students within the language and literature classroom are unfamiliar with critical ways of reading, questioning, and analyzing texts. Politically, an extension of the central monarchy in Chinese history demanded uniformity in thinking and stifled Chinese people's social, cultural and intellectual variations. Educationally, Grammar-Translation Approach, and New Criticism as an approach aims at imparting correct interpretations of literary works to learners, have constituted the current-tradition framework in language and literature instruction over the last four decades. Consequently, language arts curriculum has involved the passive transmission of knowledge, instead of being based upon learners as inquirers. According to socio-semiotic theory, language is one of the signs or sign systems such as art, music, dance, drama, mathematics, and cultural modes, which humans created to mediate the world. A good language arts curriculum must be able to expand learners' potential for understanding and communicating through a variety of signs and sign systems, not only language. This research is a conceptualization of this theory in order to provide an intellectual foundation for an ESL curriculum. In this case-study research, a naturalistic inquiry, six ESL adult learners were asked to read six poems and to interpret the poems through written reflection, individual drawings, and collaborative drawings in six literacy meetings. The readers' responses to the poems were discussed from their social, cultural, political and educational perceptions. The findings suggest that transmediation, an act of translating meanings from one sign system to another, makes text an open playground, invites multiple interpretation from readers, evokes unlimited semiosis, or the on-going generation of meanings among learners of first and second language at all levels, and develops their thinking and critical reading.
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