Transmediation of Art, Reading, and Writing
Abstract
This study reports how fifteen teachers in a graduate teacher education course used sketch journals to explore different modes of learning. Data from the interviews on the journal entries were analyzed using the constant comparative approach, to result in several findings as follows. Teachers often recreated their responses (writing) to a book (reading), which is explained as “transmediation”across different sign systems in semiotics, and this process helped them expand or deepen their thoughts. They saw the benefits of different ways of learning as they acknowledged the importance of diversity and equal access to learning; they enjoyed using the sketch journal because the sketch journal provided an open space to express their thoughts; and they see the sketch journal as a reflective tool. This paper shares a perspective that different or alternative semiotic forms such as art or music should be complementary, not exclusionary, to literacy practices in schools because it can contribute to making learning as a whole experience.