Home > Research > Publications & Outputs > Do pictures ‘tell’ a thousand words in lectures?

Electronic data

  • Do pictures tell a thousand words in lectures_pre-print version

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research & Development on 30/03/2017, available online: http://www.tandfonline.com/10.1080/07294360.2017.1303454

    Accepted author manuscript, 464 KB, PDF document

Links

Text available via DOI:

View graph of relations

Do pictures ‘tell’ a thousand words in lectures?: how lecturers vocalise photographs in their presentations

Research output: Contribution to journalJournal article

Published

Standard

Do pictures ‘tell’ a thousand words in lectures? how lecturers vocalise photographs in their presentations. / Hallewell, Madeline; Lackovic, Natasa.

In: Higher Education Research and Development, Vol. 36, No. 6, 08.2017, p. 1166-1180.

Research output: Contribution to journalJournal article

Harvard

APA

Vancouver

Author

Hallewell, Madeline ; Lackovic, Natasa. / Do pictures ‘tell’ a thousand words in lectures? how lecturers vocalise photographs in their presentations. In: Higher Education Research and Development. 2017 ; Vol. 36, No. 6. pp. 1166-1180.

Bibtex

@article{1dfaab44659745d484969afab62c3e89,
title = "Do pictures ‘tell’ a thousand words in lectures?: how lecturers vocalise photographs in their presentations",
abstract = "This article explores how 145 photographs collected from 20 PowerPoint lectures in undergraduate psychology at 16 UK universities were integrated with lecturers’ speech. Little is currently known about how lecturers refer to the distinct types of photographs included in their presentations. Findings show that only 48 photographs (33{\%}) included in presentation slides were referred to explicitly by exploring their features to make a point related to the lecture content, with only 14 of these used to invite student questioning. Most photographs (97 or 67{\%}) represent a case of ‘unprobed representations’, that is, either ‘embedded’ in the talk as ‘illustrations’ of the speech topic or not referred to at all. A taxonomy of uses that lecturers made of the photographs in their slideshows was created through adapting a Peircean semiotic analysis of the photograph-speech interaction. The implications in terms of lecturer and student engagement with the photographic material are discussed, arguing the case for more Critical Semiotic Exploration of photographs in HE practice.",
keywords = "lecture, images, Higher Education, PowerPoint, semiotics",
author = "Madeline Hallewell and Natasa Lackovic",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research & Development on 30/03/2017, available online: http://www.tandfonline.com/10.1080/07294360.2017.1303454",
year = "2017",
month = "8",
doi = "10.1080/07294360.2017.1303454",
language = "English",
volume = "36",
pages = "1166--1180",
journal = "Higher Education Research and Development",
issn = "0729-4360",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - Do pictures ‘tell’ a thousand words in lectures?

T2 - how lecturers vocalise photographs in their presentations

AU - Hallewell, Madeline

AU - Lackovic, Natasa

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research & Development on 30/03/2017, available online: http://www.tandfonline.com/10.1080/07294360.2017.1303454

PY - 2017/8

Y1 - 2017/8

N2 - This article explores how 145 photographs collected from 20 PowerPoint lectures in undergraduate psychology at 16 UK universities were integrated with lecturers’ speech. Little is currently known about how lecturers refer to the distinct types of photographs included in their presentations. Findings show that only 48 photographs (33%) included in presentation slides were referred to explicitly by exploring their features to make a point related to the lecture content, with only 14 of these used to invite student questioning. Most photographs (97 or 67%) represent a case of ‘unprobed representations’, that is, either ‘embedded’ in the talk as ‘illustrations’ of the speech topic or not referred to at all. A taxonomy of uses that lecturers made of the photographs in their slideshows was created through adapting a Peircean semiotic analysis of the photograph-speech interaction. The implications in terms of lecturer and student engagement with the photographic material are discussed, arguing the case for more Critical Semiotic Exploration of photographs in HE practice.

AB - This article explores how 145 photographs collected from 20 PowerPoint lectures in undergraduate psychology at 16 UK universities were integrated with lecturers’ speech. Little is currently known about how lecturers refer to the distinct types of photographs included in their presentations. Findings show that only 48 photographs (33%) included in presentation slides were referred to explicitly by exploring their features to make a point related to the lecture content, with only 14 of these used to invite student questioning. Most photographs (97 or 67%) represent a case of ‘unprobed representations’, that is, either ‘embedded’ in the talk as ‘illustrations’ of the speech topic or not referred to at all. A taxonomy of uses that lecturers made of the photographs in their slideshows was created through adapting a Peircean semiotic analysis of the photograph-speech interaction. The implications in terms of lecturer and student engagement with the photographic material are discussed, arguing the case for more Critical Semiotic Exploration of photographs in HE practice.

KW - lecture

KW - images

KW - Higher Education

KW - PowerPoint

KW - semiotics

U2 - 10.1080/07294360.2017.1303454

DO - 10.1080/07294360.2017.1303454

M3 - Journal article

VL - 36

SP - 1166

EP - 1180

JO - Higher Education Research and Development

JF - Higher Education Research and Development

SN - 0729-4360

IS - 6

ER -