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
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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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 -