Reading graphs: Contributions to an integrative concept of literacy |
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Authors: | John Olson |
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Institution: | Centre for Excellence in Teacher Training, School of Education , University of the West Indies , Cave Hill Campus, St. Michael, Barbados, W.I., USA E-mail: jwarrican@uwichill.edu.bb |
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Abstract: | In contrast to past educational research that views graph-related activities in terms of mental ability, I offer a conceptualization of graphing as a semiotic activity. This move provides a more viable account not only of individual experiences, familiarity and socio-cultural factors during graph reading, but also of errors committed by students and 'experts' alike. I outline a model of semiotic activity that contains two elements not present in other semiotic theories: the process of parsing the perceptual field to construct relevant signs and the grounding of a sign through the dialectic of sign-to-referent and referent-to-sign movements. This model of semiotic activity also implies an integration of research on graphing (and other sign-related activities) into a more general concept of literacy. |
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Keywords: | action research change agents collaboration educational innovation sustainability |
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