Into another "semiotic landscape": Evaluating models of multimodal literacy curricula for canadian art and design university students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
An art and design university is a particular kind of "semiotic landscape," comprised of teachers and students heavily invested in the difference that non-linguistic modes of expression make to meaning and human experience. Here both experienced and emerging creative practitioners experiment with the signifying possibilities of, for example, wood, light, movement, paint, clay, or digital media. Written English, as a mode of inquiry, research, and composition finds itself somewhat of an outsider in this landscape--at least more so than in a conventional university. It is from this outside territory of a writing pedagogue at an art and design university that the author's inquiry emerges. In this research, the author aims: (1) to identify, analyze, and assess models of multimodal pedagogy that have the potential for developing composition skill learning within the context of a liberal arts curriculum in a Canadian art and design university; and (2) to determine the contribution of art and design university-specific, multimodal pedagogy models to recent research in the fields of multimodal literacy, language and literacy education, and postsecondary writing pedagogy. The author juxtaposes an analysis of a sample of recently published American and Canadian composition instruction books that encourage multimodal literacy in the context of a postsecondary, language-based curriculum with an analysis of how multimodality is manifest in one area of the art and design curriculum at the Ontario College of Art & Design (OCAD), a Canadian art and design university. With respect to this juxtaposition, the author aims to discover how her sample multimodal curricula fits--or doesn't--with OCAD as a specific "semiotic landscape." By looking at student thesis work, the author tries to develop a provisional sketch of the nature of her home institution's "semiotic landscape." (Contains 5 figures and 5 endnotes.)
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it