semantics
The Construction of meaning through image-text interaction.
On 20, Dec 2015 | In Picturebooks | By Chris Vitale
Unsworth, Len and Cléirigh, Chris. “Multimodality and reading: The Construction of meaning through image-text interaction.” In C. Jewitt (Ed.), The Routledge Handbook of Multimodal Analysis (pp. 151-164). 2009. Print.
Referrer: Chris Vitale
Categories: semantics, semiotic relationship, intersemiotic relationship, visual cues, visual language, text/image
Annotation:
This scientifically oriented approach to the relationship between text and images explores multimodal texts by thinking about the ways in which the media is doing work in each. This chapter of the text attempts to forward understanding of the ways in which image artifacts and linguistics interact. There have been both descriptive and systematic research accounts of the relationship between text and images, as Unsworth and Cléirigh point out. This work is done under the lens of wanting to explore the reconceptualization of papers and digital texts. The intersemiotic and semiotic relationships between images and text are discussed in depth alongside the distillation of verbal and visual cues that we are prone to interaction with.
Metalinguistic Awareness and the Child’s Developing Concept of Irony
On 20, Dec 2015 | In Picturebooks | By Chris Vitale
Kummerling-Meibauer, Bettina. “Metalinguistic Awareness and the Child’s Developing Concept of Irony: The Relationship between Pictures and Text in Ironic Picture Books.” The Lion and the Unicorn 23.2 (Apr. 1999): 157–83.
Referrer: Carrie Hintz
Categories: picturebook, visual storytelling, semantics, metalinguistic awareness, nonliteral language, irony
Annotation:
The pictorial and textual elements of ironic narratives, more specifically picture books, is different than that of regular literary examples. Children have difficulty understanding irony. The ability to detect and understand nonliteral language has been coined “metalinguistic awareness.” Kummerling-Meibauer states that it is an accepted understanding that young children have the ability to foster this type of understanding when reading picture books. To Kummerling-Meibauer, there are four key patterns associated with this phenomenon: “semantic gap, contrast in artistic style, change in point of view, and sequential structure.” The relationship between text and illustration to infer meaning is explored in depth here.
