Textbooks: changing materiality, changing meaning

Simple item page
aut.relation.endpage156
aut.relation.issueVolume 8
aut.relation.pages10
aut.relation.startpage147
aut.relation.volumeVolume 8
aut.researcherMules, Phillippa Anne
dc.contributor.authorMules, PA
dc.date.accessioned2012-06-05T03:14:40Z
dc.date.available2012-06-05T03:14:40Z
dc.date.copyright2011-08
dc.date.issued2011-08
dc.description.abstractIn a print-based society the physical characteristics of books not only controlled how knowledge was accessed, stored and disseminated, but also exerted a powerful unconscious influence over our perceptions about the status of knowledge. Textbooks, encyclopaediae, journals, comics and magazines were allocated status according to their material composition - for example, the amount of time it took to produce and disseminate the publication. The knowledge tools of Western pedagogy (textbooks) have traditionally been accorded powerful credibility and respectability because they were presented in tomes that imply content with enduring value. This pre-weighting of knowledge was difficult to discern in a print-based society but now, as meaning is increasingly digitally mediated, and teachers and learners are freed from the exigencies of print/textbook based knowledge, we are reassessing and reallocating our often unconscious perceptions of the status of knowledge. This paper examines the changing materiality of three sample pedagogical texts over a 16 year period in order to reveal, through an analysis of the changing dialectics in their material modes of representation, the epistemology embedded in each text. It then generalises these findings in order to shed light on the question: how does the changing materiality of texts shape our perceptions of knowledge.
dc.identifier.citationThe International Journal of the Book, vol.Volume 8(Volume 8), pp.147 - 156 (10)
dc.identifier.urihttps://hdl.handle.net/10292/4317
dc.languageEnglish
dc.publisherCommon Ground Publishing
dc.relation.urihttp://ijb.cgpublisher.com/product/pub.27/prod.418
dc.rights© 2011 (individual papers), the author(s). © 2011 (selection and editorial matter) Common Ground. All rights reserved. Apart from fair dealing for the purposes of study, research, criticism or review as permitted under the applicable copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries, please contact <cg-support@commongroundpublishing.com>.
dc.rights.accessrightsOpenAccess
dc.subjectMateriality
dc.subjectMediation
dc.subjectEpistemology
dc.subjectTextbooks
dc.subjectPedagogical texts
dc.subjectDigitisation
dc.subjectMultimodality
dc.titleTextbooks: changing materiality, changing meaning
dc.typeJournal Article
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Design & Creative Technologies
pubs.organisational-data/AUT/Design & Creative Technologies/School of Communication Studies
pubs.organisational-data/AUT/PBRF Researchers
pubs.organisational-data/AUT/PBRF Researchers/Design & Creative Technologies PBRF Researchers
pubs.organisational-data/AUT/PBRF Researchers/Design & Creative Technologies PBRF Researchers/DCT Communications
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