Call for papers

The EARLI Special Interest Group 2 “Comprehension of text and graphics" invites you to participate in the Special Interest Meeting in Grenoble, France.

The focus topic of the Special Interest Meeting 2012 will be

Staging knowledge and experience: How to take advantage of representational technologies in education and training?

The term “staging” is used here to suggest the analogy with the “mise-en-scene”, i.e. the design of the visual aspects, in theatre and film productions. In effect, instructional designers, teachers, and trainers, but also learners themselves, can be thought of as “directors” striving to find an appropriate arrangement – in terms of composition, sets, props, actors, costumes, and lighting – of knowledge and experience to be acquired. As mentioned in the SIG 2 mission statement, this nowadays involves using a whole range of possibilities for external representation, not just texts and pictures, as a kind of semiotic technology for expressing knowledge and displaying skills.

We welcome contributions that address one of the following – non-exhaustive – list of questions:

• How do domain, task and context factors influence learning with external representations?
• What are the differences between learners’ interpretation of pre-fabricated representations and learners’ construction of original representations?
• How does technology change the educational purposes of traditional forms of representation?
• How do different types of representations affect learning?
• How does learners’ integration of information from multiple documents influence learning?
• How to take into account individual differences?
• How do conceptual and perceptual factors interact in learning with different representations?
• How important are learners’ goals, strategies and self-regulatory behaviour when learning with representations?
• How is the process of collaboration influenced by what learners look at?
• What are the affective and motivational impacts of alternative forms of representation?
• What are the costs and benefits of learning with interactive or dynamic representations?
• What can various tracing techniques like eye tracking, verbal protocols, self-explanations, drawings etc. tell us about the process of learning with text and graphics?
• Which abilities and skills are needed to effectively learn from text and graphics and how may these be trained or taught?
• What is the influence of prior domain knowledge or knowledge of representational format(s)?