Volume 3 - issue 1 - 2007
- A social semiotic perspective on gender, multimodality and learning
Based on a case study of pupils in a fifth grade class and their creation of multimodal narratives, Håvard Skaar found notable gender differences. Asking how girls’ and boys’ story-telling differ and the implications for learning, Skaar observed the pupils when they were creating narratives by use of computers and also made a comparison with the pupils’ hand-written diaries. He found, among other things, that the boys typically preferred to use ready-made resources while the girls’ choices of signs in their stories were more related to own feelings and experiences. Using social semiotic theory as underpinning, Skaar concludes that the girls, through their personal involvement, seemed to learn more than the boys. Håvard Skaar is a research fellow at Oslo University College.