Palavras-chave
Como Citar
Resumo
Toda semiótica é semiótica multimídiática e todo letramento é letramento multimidiático. A análise da semiótica multimidiática me levou a refazer algumas perguntas antigas de maneiras novas e a começar a olhar para a história da escrita, do desenho, do cálculo e da mostra visual de imagens em uma perspectiva diferente. Faz um bom tempo que as tecnologias do letramento não são tão simples quanto a caneta, a tinta e o papel. E na era da imprensa, assim como antes dela, o letramento raramente esteve atrelado de forma estrita ao texto escrito. Muitos dos gêneros do letramento, do artigo da revista popular ao relatório de pesquisa científica, combinam imagens visuais e texto impresso em formas que tornam as referências entre eles essenciais para entendê-los do modo como o fazem seus leitores e autores regulares. Nenhuma tecnologia é uma ilha. Conforme nossas tecnologias se tornam mais complexas, elas se tornam situadas em redes mais amplas e longas de outras tecnologias e de outras práticas culturais
Referências
ALPERS, S. (1983). The art of describing. Chicago: University of Chicago Press.
ARENS, Y.; HOVY, E.; VOSSERS, M. (1992). On the knowledge underlying multimedia presentations. In: Maybury, M. (ed.) Intelligent Multimedia Interfaces. Stanford: AAAI Press, p. 280-306.
BAZERMAN, C. (1988). Shaping written knowledge. Madison, Wis.: University of Wisconsin Press.
_______. (org.). (1994). Systems of genres and the enactment of social intentions. In: Freedman, A; Medway, P. (ed.). Genre and the new rhetoric. London: Taylor & Francis, p. 79-101.
BEACH, R.; LUNDELL, D. (1998). Early adolescents’ use of computer-mediated communication in writing and reading. In: Reinking, D. et al. (ed.), Handbook of literacy and technology: Transformations in a post-typographic world. Mahwah, N.J: Erlbaum, p. 93-112.
BELLONE, E. (1980). A world on paper: Studies on the second scientific revolution. Cambridge, MA: MIT Press BENEDIKT, M. (1991) Cyberspace: First steps. Cambridge, MA: MIT Press.
BOLTER, J. D. (1991). Writing space. Hillsdale, NJ: Erlbaum.
_______. (1998). Hypertext and the question of visual literacy. In: Reinking, D. et al. (ed.). Handbook of Literacy and Technology: Transformations in a post-typographic world. Mahwah, NJ: Erlbaum, p. 3-13.
BRUCE, B.; HOGAN, M. P. (1998). The disappearance of technology: Toward an ecological model of literacy. In: Reinking, D. et al. (ed.) Handbook of Literacy and Technology: Transformations in a Post-Typographic World. Mahwah, NJ: Erlbaum, p. 269-281.
BRYSON, M.; DeCASTELL, S. (1996). Learning to make a difference: Gender, new technologies and in/ equity. Mind, Culture, and Activity, 3(2), p. 119-135.
CAJORI, F. (1928). A history of mathematical notations. Chicago: Open Court Publishing.
DAY, M.; CRUMP, E.; RICKLY, R. (1996). Creating a virtual academic community. In: Harrison, T. M.; Stephen, T. D. (ed.) Computer networking and scholarship in the 21st -century university. Albany: SUNY Press, p. 291-314.
DERRIDA, J. (1976). Of grammatology. Baltimore, MD: Johns Hopkins University Press.
DYSON, A. H. (1991). Toward a reconceptualization of written language development. Linguistics and Education, 3, p. 139-162.
EISENSTEIN, E. (1979). The printing press as an agent of change. Cambridge: Cambridge University Press.
ENGESTROM, Y. (1990). Learning, working, and imagining. Helsinki: Orienta-Konsultit.
FOUCAULT, M. (1969). The archeology of knowledge. New York: Random House.
GARNER, R.; GILLINGHAM, M. G. (1998). The internet in the classroom: Is it the end of transmissionoriented pedagogy? In: Reinking, D. et al. (ed.) Handbook of literacy and technology: Transformations in a post-typographic world. Mahwah, NJ: Erlbaum, p. 221-231.
GEE, J. P. (1990). Social linguistics and literacies. London: Falmer Press.
_______. (1996). On mobots and classrooms. Organization, 3(3), p. 385-407.
GOLDMAN-SEGALL, R. (1992). Collaborative virtual communities. In: Barrett, E. (ed.) Sociomedia: Multimedia, hypermedia, and the social construction of knowledge. Cambridge, MA: MIT Press, p. 257-296 HALLIDAY, M. A. K. (1977). Text as semantic choice in social context. In: Van Dijk, T. A.; Petöfi, J.
(ed.) Grammars and descriptions. Berlin: de Gruyter, p. 176-225.
_______. (1978). Language as social semiotic. London: Edward Arnold.
_______. (1985). An introduction to functional grammar. London: Edward Arnold.
HARAWAY, D. (1991). Simians, cyborgs, and women. New York: Routledge.
HARRIS, R. (1995). Signs of writing. London: Routledge.
HARRISON, T. M.; STEPHEN, T. D. (1996). Computer networking, communication, and scholarship.
In Harrison, T. M.; Stephen, T. D. (ed.) Computer Networking and Scholarship in the 21st Century University. Albany: SUNY Press, p. 3-38.
HICKS, D.; KANEVSKY, R. (1992). Ninja Turtles and other superheroes: A case study of one literacy learner. Linguistics and Education, 4, p. 59-106.
HOCKEY, S. (1996). Computer networking and textual sources in the humanities. In: Harrison, T. M.; Stephen, T. D. (ed.) Computer Networking and Scholarship in the 21st Century University. Albany: SUNY Press. p. 83-94.
HODAS, S. (1994). Technology refusal and the organizational culture of schools. In: Cyberspace superhighways: Access, ethics, and control (Proceedings of the Fourth Conference on Computers, Freedom, and Privacy.) Chicago: John Marshall Law School, p. 54-75.
HOVY, E.H. (1987). Generating natural language under pragmatic constraints. Journal of Pragmatics, 11(6), p. 689-719.
HUTCHINS, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
KIEFFER, R. D.; HALE, M. E.; TEMPLETON, A. (1998). Electronic literacy portfolios: Technology transformation in a first-grade classroom. In: Reinking, D. et al. (ed.). Handbook of literacy and technology: Transformations in a post-typographic world. Mahwah, NJ: Erlbaum, p. 145-163.
KINZER, C.; RISKO, V. KINZER, C.; RISKO, V. (1998). Multimedia and Enhanced Learning: Transforming Preservice Education. In: Reinking, D. et al. (ed.). Handbook of technology and literacy: Transformations in a post-typographic world. Mahwah, NJ: Erlbaum, p. 185-202.
KRESS, G., VAN LEEUWEN, T. (1996). Reading images: The grammar of visual design. London: Routledge.
LANDOW, G. P. (1992). Hypertext: The convergence of contemporary literary theory and technology.
Baltimore; London: Johns Hopkins University Press.
LANDOW, G. P.; DELANY, P. (ed.) (1991). Hypermedia and literary studies. Cambridge, MA: MIT Press.
LATOUR, B. (1987). Science in action. Cambridge, MA: Harvard University Press.
_______. (1993). We have never been modern. Cambridge, MA: Harvard University Press.
LAVE, J. (1988). Cognition in practice. Cambridge, UK: Cambridge University Press.
LEMKE, J. L. (1989a). Social semiotics: A new model for literacy education. In: Bloome, D. (ed.) Classrooms and literacy. Norwood, NJ: Ablex Publishing, p. 289-309.
_______. (1989b). Semantics and social values. WORD, 40(1-2), p. 37-50.
_______. (1993a). Discourse, dynamics, and social change. Cultural Dynamics, 6(1), p. 243-275.
LEMKE, J. L. (1993b). Intertextuality and educational research. Linguistics and Education, 4(3-4), p.
-268.
_______. (1993c). Education, cyberspace, and change. [Artigo eletrônico para o Information Technology and Education Electronic Salon, Deakin University, Australia; publicado em EJVC: Electronic Journal on Virtual Culture, março de 1993. Disponível em: <http://serials.infomotions.com/aejvc/ aejvc-v1n01-lemke-education.txt>. Também disponível via ERIC Documents Service, Arlington VA: (E D356 767).] _______. (1994a). Multiplying meaning: Literacy in a multimedia world. [Artigo apresentado na National Reading Conference, Charleston SC (dez. 1993)]. Arlington VA: ERIC Documents Service (ED 365 940).
_______. (1994b). The coming paradigm wars in education: Curriculum vs. information access. In: Cyberspace superhighways: Access, ethics, and control. (Proceedings of the Fourth Conference on Computers, Freedom, and Privacy. Chicago: John Marshall Law School, p. 76-85.
_______. (1995a). Intertextuality and text semantics. In Gregory, M.; Fries, P. (ed.) Discourse in society: Functional perspectives. Norwood, NJ: Ablex Publishing, p. 85-114.
_______. (1995b). Textual politics: Discourse and social dynamics. London: Taylor & Francis.
_______. (1995c). Literacy, culture, and history: Review of The World on Paper. Communication Review, 1(2), p. 241-259.
_______. (1996a). Hypermedia and higher education. In: Harrison, T. M.; Stephen, T. D. (ed.) Computer Networking and Scholarship in the 21st Century University. Albany: SUNY Press, p. 215-232.
_______. (1996b). Emptying the center. Organization, 3(3), p. 411-418.
_______. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. In: Martin, J. R.
(ed.) Reading Science. London: Routledge, p. 87-114.
_______. (1997). Review of: Roy Harris. Signs of Writing. Functions of Language, 4(1), p. 125-129.
LYNCH, M.; WOOLGAR, S. (ed.) (1990). Representation in scientific practice. Cambridge, MA: MIT Press.
MARTIN, J. R. (1992). English text. Philadelphia: John Benjamins.
NELSON, T. H. (1974). Dream Machines/Computer Lib. Chicago: Nelson/Hugo’s Book Service.
[Republicado por Redmond, WA: Tempus, 1987.] OLSON, D. R. (1994). The world on paper. Cambridge: Cambridge University Press.
O’TOOLE, M. (1990). A systemic-functional semiotics of art. Semiotica, 82, p. 185-209.
_______, M. (1994). The language of displayed art. London: Leicester University Press.
PURVES, A. (1998). Flies in the web of hypertext. In: Reinking, D. et al. (ed.). Handbook of literacy and technology: Transformations in a post-typographic world. Mahwah, NJ: Erlbaum, p. 235-251.
REINKING, D.; MCKENNA, M.; LABBO, L.; KIEFFER, R. D. (ed.) (1998). Handbook of literacy and technology: Transformations in a post-typographic world. Mahwah, NJ: Erlbaum, 379p.
RHEINGOLD, H. (1991). Virtual reality. New York: Simon & Schuster.
_______. (1993). The virtual community: Homesteading on the electronic frontier. Reading, MA: AddisonWesley.
ROGOFF, B. (1990). Apprenticeship in thinking. New York: Oxford University Press.
SKELTON, R.A. (1958). Explorers’ maps: Chapters in the cartographic record of geographical discovery.
London: Routledge & Kegan Paul.
SOFIA (SOFOULIS), Z. (1995). Of spanners and cyborgs. In Caine, B.; Pringle, R. (ed.) Transitions: New Australian Feminisms. New York: St. Martin’s Press, p. 147-163.
STONE, A.R. (1991). Will the real body please stand up: Boundary stories about virtual cultures. In Benedikt, M. (Ed.), Cyberspace: First steps (pp.81-118). Cambridge, MA: MIT Press.
TIERNEY, R. J.; DAMARIN, S. (1998). Technology as enfranchisement, cultural transformation, and learning practices. In: Reinking, D. et al. (ed.) Handbook of literacy and technology: Transformations in a post-typographic world. Mahwah, NJ: Erlbaum, p. 253-268. . .
TUFTE, E. R. (1983). The visual display of quantitative information. Cheshire, Conn.: Graphics Press.
_______. (1990) Envisioning information. Cheshire, Conn.: Graphics Press.
UNSWORTH, J. (1996). Living inside the operating system: community in virtual reality. In: Harrison, T. M.; Stephen, T. D. (ed.) Computer Networking and Scholarship in the 21st Century University.
Albany: SUNY Press, p. 137-150.
WENGER, E. (1987). Artificial intelligence and tutoring systems. Los Altos, CA: Morgan Kaufmann Publishers.
WERTSCH, J. (1991). Voices of the mind. Cambridge, MA: Harvard University Press.
O periódico Trabalhos em Linguística Aplicada utiliza a licença do Creative Commons (CC), preservando assim, a integridade dos artigos em ambiente de acesso aberto.