Panel Theories and Philosophies of Transcodification/2
Session 3 – July 2, 11:00 – 13:00
Inner Speech as Semiotic Mediation of Multimodal Artistic Languages
A recent development of media and digital arts modifies codes of representation of cultural languages and a way in which culture communicates, reflecting changes in mediascape such as development of transmedia storytelling. Moreover, it influences perception, meaning-making and learning by means of cultural texts. Such processes in relation to multimodal representation of cultural languages remain under-researched.
In addressing this question, the research analyses inner speech as a process related to meaning-making. According to the previous research (Vygotsky 1986, 1978; Zhinkin 1964) inner speech possesses linguistic as well as imaginative nature, which allows it to function in meaning-making of a variety of sign systems.
The paper analyses inner speech as an integral part of human learning processes which operates with transcodifications between various forms of representations and its inner objective-representational code. Through the perspective of the theoretical foundation established by Vygotsky and Zhinkin the article offers the analysis of inner speech as semiotic mediation of artistic texts in the framework of transmedia and multimodality of representation. The paper gives a semiotic view for the analysis of the structure, functions and use of inner speech in order to explore its role in learning by means of artistic texts. It also provides a useful framework for understanding the processes of meaning-making of digital artistic languages.
The paper is illustrated with a project ‘Education on Screen’, that has been developed by Transmedia Research Group at the University of Tartu. The project offers an online educational platform for school curriculum. The materials of the platform are based on classical literature works. An important feature of the project is offering a variety of representations of such literature in various media. Some characteristics of inner speech are compared with methodological aspects of the platform in order to identify ways of using inner speech in developing educational practices in a digital learning environment.
Aleksandr Fadeev is a PhD student of the University of Tartu. His scientific interests lie in the field of semiotics, digital and transmedia education, as well as in the works of Lev Vygotsky. The author is researching processes of learning and teaching through semiotic perspective as well as sign operation in learning in terms of digital environments. Aleksandr Fadeev has been recently researching inner speech and its relation to semiotic mediation of artistic languages. At the moment the author is a member of the Transmedia Research group of the University of Tartu that works on the digital educational platform ‘Education on Screen’. The aim of the project is to use semiotic approach and transmedia education practices in order to offer new ways of teaching in humanities and social studies.