Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h4DIlMC26336; Tue, 13 May 2003 14:47:22 -0400 (EDT) Date: Tue, 13 May 2003 14:47:22 -0400 (EDT) Message-Id: <012601c3197f$09a47660$9865fea9@TommyCompaq> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Tommy B. McDonell" <tommy.mcdonell@nyu.edu> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:2848] re: active graphics X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2720.3000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 6880 Lines: 192 If you all do a search under Jan L. Plass at NYU you will find his home page and a 'bunch' of other articles. Also W.Michael Reed at NYU in the same department has done a great deal of multimedia research. (This is not to say that NYU is the only place--my dissertation isn't on multimedia but it mentions work done in the area of ESL which is related to multimedia) Tommy Tommy B. McDonell Adjunct Instructor, Marymount Manhattan College Doctoral Candidate in TESOL-NYU tommy.mcdonell@nyu.edu 212-414-8513 home before 10PM 212-414-1293 fax ----- Original Message ----- From: "Steve Quann" <steve_quann@JSI.COM> To: "Multiple recipients of list" <nifl-technology@literacy.nifl.gov> Sent: Tuesday, May 13, 2003 12:48 AM Subject: [NIFL-TECHNOLOGY:2836] re: active graphics > Thanks Tommy for mentioning Chun and Plass. If anyone would like to read > a quick Review of Research on Text Comprehension in Multimedia > Environments it is at > < > http://www.er.uqam.ca/nobel/r21270/644/members/jenn/jen_review/papercall1.ht ml > > > > I think it begins to address some of the questions Fran and Chris raised > about graphics. I particularly like the question Chris asked, "In what > contexts/ environments are graphics going to be helpful and to whom?" > > The above speaks to the need for Web developers to consider learner > variability. I think this is particularly helpful to keep in mind since > most of us are so accustomed to learning via text that we can overlook > those in low-literate population who have learned to survive via visual > cues. In fact, has anyone else noticed a slight disdain that some have > for web pages with "active graphics" coming from text-oriented folk? > > Veering off a bit--I thought the finding about scrolling was right on. > However, I am curious, has anyone else found that some readers using a > site, such as a tutorial, that has no need to scroll and clear > navigation can create a tendency for learners to click prematurely and > move on to the succeeding pages without fully reading each page? (This > is, I think, not as likely to happen when the ideal situation occurs and > the user chooses the material or becomes truly engaged with the > reading.) Has anyone observd this? > > Thanks, > Steve Quann > World Education > > > >>> tommy.mcdonell@nyu.edu 05/12/03 22:19 PM >>> > While there isn't research on how graphics are used, there is research, > however, on graphics and text (multimedia) with second language > acquisition. > You can look at Chun and Plass, Reed and others. ( I have bibliography > if > people need it and you can find sme articles on Language Learning and > Technology) > > I admit to having to re-read the article one more time, but I am > interested > in the subject of print (linear--although it really isn't linear but is > described this way in the research) and hypertext. > > Tommy > > Tommy B. McDonell > Adjunct Instructor, > Marymount Manhattan College > Doctoral Candidate in TESOL-NYU > tommy.mcdonell@nyu.edu > 212-414-8513 home before 10PM > 212-414-1293 fax > ----- Original Message ----- > From: "Christina Zarcadoolas" <Christina_Zarcadoolas@brown.edu> > To: "Multiple recipients of list" <nifl-technology@literacy.nifl.gov> > Sent: Monday, May 12, 2003 5:15 PM > Subject: [NIFL-TECHNOLOGY:2834] re: active graphics > > > > At 04:07 PM 5/12/2003 -0400, you wrote: > > > > > > >Graphics are certainly an important part of any visual document - > print > or > > >web. This is probably true for low literate readers as well, BUT the > > >research is not available yet that identifies how they are used. The > > >common wisdom in the print world ( for low lit readers) always points > to > > >"ample white space"; use of easy to interpret and culturally > appropriate > > >graphics; and the use of graphics to keep the eye moving in the right > > >direction. So much of this is based on focus groups where we are > "copy > > >testing" materials. And, after many years of doing this, I find it > the > > >least satisfying and reliable way to find out what people actually do > when > > >reading. > > > > > > When it comes to website content appropriate for low lit readers I > think > we > > really need to be wary of too many assumptions about what > readers/users > can > > and are going to do. We were surprised to see how "universal" > graphics > > were. A TV icon did not "tell" the user "click me" and therefore > wasn't > > seen as a proxy for getting some information. A visual of a swirling > > tornado was equally ambiguous. > > > > Seems there are a number of research questions here: > > Is there universality in interpreting graphics ? > > How do graphics and print get coordinated r reinforced among LL > readers? > > In what contexts/ environments are graphics going to be helpful and to > whom? > > For example - when are they used to help comprehend the > > information: when are they used to interpret or elaborate on the > > information in the text; and when are they going to be sufficient on > their > > own. > > > > Just a few thoughts at the end of a long day. > > > > Chris Z > > > > > > > > >One thing I found disappointing in this article was its discussion of > > >graphics. The article identified the challenge that "active graphics" > > >present to new web users but did not discuss how graphics (and the > Web > > >is essentially a graphical environment) help in the traditional way > to > > >provide contextual clues for text. I don't think graphics are used > > >enough in this way on the web to help communicate content. > > > > > >There's a sentence on p. 317 that says "Active graphics were > somewhat > > >less likely to be understood...." less understood than what? Static > > >graphics I think. It's not clear. > > > > > >I'd like research (and then guidelines) about how images HELP > especially > > >on a site on which the text is at a high reading level (most sites!) > > > > > >Fran Keenan > > >PBS Adult Learning Service > > >fkeenan@pbs.org > > >www.pbs.org/literacy/esl > > > > > > > > > > > > > > >__________________________________________________________________ > > > > > >Give them words to grow by. > > >Share a story with a child in your life today. > > >pbskids.org/shareastory > > >_________________________________________________________________ > > > > > >_________________________________________________________________ > > > > > >This email may contain material that is confidential or proprietary > to > PBS > > >and is intended solely for use by the intended recipient. Any > review, > > >reliance or distribution of such material by others, or forwarding of > such > > >material without express permission, is strictly prohibited. If you > are > > >not the intended recipient, please notify the sender and destroy all > copies. > >__________________________________________________________________ > > > > > > >
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