Publication Date
8-2013
Document Type
Article
Keywords
Image use, Multimedia use, Undergraduate, Literacy
Abstract
The digital environment provides an abundance of images and multimedia and offers a new potential for using resources in multiple modes of representation for teaching and learning. This paper reports the findings of a case study that investigated the use of image and multimedia resources in an undergraduate classroom. The study assumed a contextual approach and focused on different class contexts and students’ literacy practices. The class, which took place in a resource-rich, multimodal environment, was perceived by students as a positive learning experience. The distribution of resources and their role in teaching and learning varied and depended on the context of use. The findings indicate that images fulfilled important descriptive and mnemonic functions when students were introduced to new concepts, but their role was limited in practices that required students to analyze and synthesize knowledge.
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Rights Holder
Krystyna K. Matusiak
Provenance
Received from author
File Format
application/pdf
Language
English (eng)
Extent
37 pgs
File Size
565 KB
Publication Statement
Copyright held by the author or publisher. User is responsible for all copyright compliance.
Publication Title
Journal of the American Society for Information Science and Technology
Volume
64
First Page
1
Last Page
37
Recommended Citation
Matusiak, K. K. (2013). Image and multimedia resources in an academic environment: A qualitative study of students' experiences and literacy practices. Journal of the American Society for Information Science and Technology, 64(8), 1577-1589. https://dx.doi.org/10.1002/asi.22870
DOI Link
https://doi.org/10.1002/asi.22870
Comments
This is the peer reviewed version of the following article: Matusiak, K. K. (2013). Image and multimedia resources in an academic environment: A qualitative study of students' experiences and literacy practices. Journal of the American Society for Information Science and Technology, 64(8), 1577-1589.,
which has been published in final form at https://dx.doi.org/10.1002/asi.22870. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.