Izvleček
Prispevek osvetljuje pomen multimodalnosti in upoštevanja različnih kodov sporočanja za sestavljanje pomenov pri leposlovnih in informativnih bralnih gradivih. Različni kodi sporočanja so v učbenikih, v poljudnih ali strokovnih enciklopedijah in priročnikih, v leposlovnih knjigah. Predstavljen je model celostnega branja, ki vodi odraslega (učitelja, vzgojitelja, knjižničarja) ob pripravi na multimodalno delo na analizo (osnovni podatki, analiza kodov sporočanja) in sintezo (sumativni pomen vseh kodov sporočanja) izbrane knjige, v 1. vzgojno-izobraževalnem obdobju je to najpogosteje slikanica kot posebna oblika knjige. Pri tem pa je ključno spoznanje, da so vsi kodi enakovredni in odnos med njimi ni hierarhičen. Največji problem je, da odrasli slikovna gradiva prepogosto razumejo kot dodatek, osvetlitev in torej kot manj pomemben del informacije.
Abstract
Using Multimodality to Challenge Beginner Readers
This paper highlights the importance of multimodality and the consideration of different message codes for constructing meaning in fiction and informational reading resources, which vary in textbooks, popular or specialist encyclopaedias and reference books, and fiction literature. The model of integrated reading guides the adult (teacher, educator, librarian) in preparation for a multimodal work to analyse (background information, analysis of message codes) and synthesise (summative meaning of all message codes) a selected book. In the first educational cycle, this is most often picture books as a particular form of books. Realising that all codes are equal and the relationship is not hierarchical is key. The biggest problem is that adults too often see pictorial material as an add-on, illumination, and, therefore, as a less important piece of information.