Amy Alexandra Wilson
Biographic Data
| ID | 3983161 |
|---|---|
| NAME | Amy Alexandra Wilson |
| GIVEN NAMES | Amy Alexandra |
| FAMILY NAME | Wilson |
| SIGNATURE | WILSON A A |
| AFFILIATIONS | Utah State University, Logan, USA |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
A social semiotic analysis of instructional images across academic disciplines
Framed in theories of social semiotics, this descriptive multiple case study examined the images used by six middle-school teachers during one school year as they each taught two different subject areas: earth science, language arts, mathematics, and/or social studies. Using Kress and Van Leeuwen’s visual grammar to analyze these images, this study identified discipline-specific patterns in how 1,132 images realized assumptions in regards to the …
Using Disciplinary Literacies to Enhance Adolescents' Engineering Design Activity
This comparative case study describes the literacy practices of two groups of adolescents as they sought to solve authentic problems through engineering design processes. Three types of data were collected as the groups addressed these problems: video‐ and audio‐recordings of their conversations; adolescent‐generated products; and pre‐ and post‐challenge interviews. The authors used existing coding schemes of engineering design activity to identi…
From the Koran and Family Guy ”
Framed in theories of social semiotics, this teacher research describes the implementation of a five‐month unit on student identity in an eighth‐grade reading/writing class for English learners. After learning about principles for multimodal design, students made their own digital podcasts in response to unit questions such as “Who am I?” and “Where do I come from?” The authors analyzed six students’ podcasts using a multimodal transcription char…
A Social Semiotics Framework for Conceptualizing Content Area Literacies
The author outlines ways in which conceptions of texts and literacy may be distinctive across academic disciplines. Framed in theories of social semiotics, she asserts that each discipline is recreated through a series of texts, defined broadly to include any instances of communication. Texts in each content area not only instantiate a particular body of content, but also instantiate social practices and roles in relation to that content. After o…
One Adolescent’s Construction of Native Identity in School
This case study describes how one eighth-grade student, Jon, asserted Native identities in texts as he attended a middle school in the western United States. Jon—a self-described Native American, Navajo, and Paiute with verified Native ancestry—sought to share what he called his Native culture with others in his school wherein he was the only Native American, despite his perception that schools have historically suppressed this culture. To study …
Comprehension Strategy Instruction for Multimodal Texts in Science
This article highlights examples from a middle-school science teacher's instruction using multimodal texts. Its importance lies in reconciling narrowed definitions of reading (and hence reading instruction) with the need to develop students' critical awareness as they engage with multiple sign systems, or semiotic resources, used for constructing meaning. After a brief introduction to the multimodal nature of scientific texts, the authors ground …
A social semiotic analysis of instructional images across academic disciplines
Framed in theories of social semiotics, this descriptive multiple case study examined the images used by six middle-school teachers during one school year as they each taught two different subject areas: earth science, language arts, mathematics, and/or social studies. Using Kress and Van Leeuwen’s visual grammar to analyze these images, this study identified discipline-specific patterns in how 1,132 images realized assumptions in regards to the …
Comprehension Strategy Instruction for Multimodal Texts in Science
This article highlights examples from a middle-school science teacher's instruction using multimodal texts. Its importance lies in reconciling narrowed definitions of reading (and hence reading instruction) with the need to develop students' critical awareness as they engage with multiple sign systems, or semiotic resources, used for constructing meaning. After a brief introduction to the multimodal nature of scientific texts, the authors ground …
A Social Semiotics Framework for Conceptualizing Content Area Literacies
The author outlines ways in which conceptions of texts and literacy may be distinctive across academic disciplines. Framed in theories of social semiotics, she asserts that each discipline is recreated through a series of texts, defined broadly to include any instances of communication. Texts in each content area not only instantiate a particular body of content, but also instantiate social practices and roles in relation to that content. After o…
One Adolescent’s Construction of Native Identity in School
This case study describes how one eighth-grade student, Jon, asserted Native identities in texts as he attended a middle school in the western United States. Jon—a self-described Native American, Navajo, and Paiute with verified Native ancestry—sought to share what he called his Native culture with others in his school wherein he was the only Native American, despite his perception that schools have historically suppressed this culture. To study …
Comprehension Strategy Instruction for Multimodal Texts in Science
This article highlights examples from a middle-school science teacher's instruction using multimodal texts. Its importance lies in reconciling narrowed definitions of reading (and hence reading instruction) with the need to develop students' critical awareness as they engage with multiple sign systems, or semiotic resources, used for constructing meaning. After a brief introduction to the multimodal nature of scientific texts, the authors ground …
From the Koran and Family Guy ”
Framed in theories of social semiotics, this teacher research describes the implementation of a five‐month unit on student identity in an eighth‐grade reading/writing class for English learners. After learning about principles for multimodal design, students made their own digital podcasts in response to unit questions such as “Who am I?” and “Where do I come from?” The authors analyzed six students’ podcasts using a multimodal transcription char…
Using Disciplinary Literacies to Enhance Adolescents' Engineering Design Activity
This comparative case study describes the literacy practices of two groups of adolescents as they sought to solve authentic problems through engineering design processes. Three types of data were collected as the groups addressed these problems: video‐ and audio‐recordings of their conversations; adolescent‐generated products; and pre‐ and post‐challenge interviews. The authors used existing coding schemes of engineering design activity to identi…
A social semiotic analysis of instructional images across academic disciplines
Framed in theories of social semiotics, this descriptive multiple case study examined the images used by six middle-school teachers during one school year as they each taught two different subject areas: earth science, language arts, mathematics, and/or social studies. Using Kress and Van Leeuwen’s visual grammar to analyze these images, this study identified discipline-specific patterns in how 1,132 images realized assumptions in regards to the …
Psychology (6 works) · Computer Science (5 works) · Linguistics (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Literacy, Media, and Education (4 works) · Sociology (4 works) · Discipline (3 works) · Semiotics (3 works) · Digital Storytelling and Education (2 works)