LEADER 02679oam 2200421 450 001 9910821237203321 005 20230629224019.0 010 $a90-04-39979-8 024 7 $a10.1163/9789004399792 035 $a(CKB)4920000000126972 035 $z(OCoLC)1102599619 035 $a(nllekb)BRILL9789004399792 035 $a(MiAaPQ)EBC6389789 035 $a(EXLCZ)994920000000126972 100 $a20210421d2021 uy 0 101 0 $aeng 135 $aurun####uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $2rdacarrier 200 10$aEngaging learners with semiotics $elessons learned from reading the signs /$fby Ruth Gannon-Cook and Kathryn Ley 210 1$aLeiden, The Netherlands ;$aBoston :$cBrill Sense,$d[2021] 210 4$d©2021 215 $a1 online resource 311 $a90-04-39978-X 330 $aSemiotics has explained the cognitive mechanisms of a complex, subtle and important phenomenon affecting all human interactions and communications across socio-cultural, socio-economic groups. Semiotics has captured a durable and enriching functionality from multiple disciplines including psychology, anthropology, sociology, philosophy, marketing and their multidisciplinary off-spring, such as, educational psychology, consumer psychology, visual literacy, media studies, etc. Semiotic treatises have explored critical factors affecting the relationship between any intended message and the message recipient?s interpretation. The factors that shape interpretation inherently affect learning and often directly affect learner engagement with the content. Learning environments have been culturally-laden communication experiences which academics, largely segmented by discipline, have described but often cloaked in semiotic jargon. Each chapter integrates example after example of semiotics in everyday activities and events, such as stories, graphics, movies, games, infographics, and educational strategies. The chapters also present the most salient semiotic features for learning environments. The book describes semiotics as a communications phenomenon with practical implications for educators to enhance courses and programs with semiotic features in any educational environment but especially in mediated e-learning environments. 606 $aSemiotics$xStudy and teaching 615 0$aSemiotics$xStudy and teaching. 676 $a302.2 700 $aGannon-Cook$b Ruth$01631209 702 $aLey$b Kathryn 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bUtOrBLW 906 $aBOOK 912 $a9910821237203321 996 $aEngaging learners with semiotics$93969911 997 $aUNINA