Blog Post #4 - More Than Words

This upcoming week, we will be diving into public discourse ethics. As I was going through the readings, Marjorie Siegel's article "More Than Words: The Generative Power of Transmediation for Learning" and the concepts she covered stood out to me. Siegel outlines her thesis at the beginning of the text stating that "transmediation, the act of translating meanings from one sign system to another, increases students' opportunities to engage in generative and reflective thinking..." (Siegel 455). Her background in education motivated her studies as she started to notice the limitations of the traditional "teaching/learning proccess" (Siegel 455). From her observations, she began to develop this theory of transmediation. This concept that Siegel fleshes out in her reading is similar to the concept of "play" in previous readings. There are hegemonic traditions within the American classroom that pose limitations to development and productivity for students of all ages. While Nelsen talks about alternative learning settings and subjects, Siegel expands on the problematic aspects of "verbocentrism" in schools and how semiotics play an important role in student success (Siegel 456, 460). 

"Immersed in a world of words of our own making, we have come to regard our reliance on language as natural and, in doing so, fail to recognize that there are multiple ways of knowing--music, dance, visual arts, and so on--each of which offers a distinctive way of making meaning" (Siegel 456). The idea that alternative methods of learning and expression cultivate a positive learning environment is one that challenges the foundational purpose of the education system. However, scholars like Siegel argue that the foundation of the institution is rightfully challenged. As society evolves, the systems in place to integrate individuals into that society must also evolve. As Siegel continues to expand upon, the ways in which we "make meaning" is found in semiotics and alternative educational methodologies. "Although it is important to keep in mind that icons and symbols--images and words--both depend to some extent on cultural conventions to signify, it is clear that making meaning trough drawing is a very different undertaking than making meaning through language" (Siegel 458). She continues through her study with examples of students producing sketches and other artistic methods of symbolic expression and applying this concept of transmediation. Regardless of one's ability to utilize language in order to define and demarcate symbols, there is a necessity for creative interpretation that cannot be taught in a conventional classroom (Siegel 464). 

This theory of transmediation has been prevalent in my own educational experiences throughout high school and college. I have witnessed drastic differences in my own productivity and retention of information based on the methodology of learning proposed by teachers and professors. One example in particular that comes to mind from recent years is when I took COMM 3401--twice. The first time I took the course, the professor was very verbally stimulating. However the course lacked any other form of stimuli, resulting in a very "verbocentric" learning environment. The use of language was exceptional, however the use semiotics was limited. As a result, I struggled to fully engage with the material and failed the class--by a hair might I add. The second time around, I enrolled in the course with a different professor. The methods used by this professor were not only verbally stimulating, but creatively stimulating as well. The use of semiotics in tandem with animated language provoked a more enriching learning experience and resulted in an above-passing grade. While simple, I find that this example conceptualizes transmediation in a digestible way.