Dialogic Intervisualizing: Rethinking Text-Discourse-Learning Relations in Multimodal Problem-based Learning

Abstract

Examining the nature of digital texts in the developing contexts of problem-based learning (PBL) constitutes an expansion in research on dialogic approaches to learning in technology-rich, inquiry-based designs. This study adopts Interactional Ethnography as an orienting theory to frame the purposeful tracing of the unfolding knowledge co-construction processes across a medical PBL cycle. We investigate how these processes are interactionally accomplished in and across intertextually tied events where devised, generated, accessed, curated and appropriated digital texts are connected in webs of meaning. The concepts of multimodality and intertextuality from literacy studies provide explanatory theories to investigate how digital texts in the developing dialogic space are consequential the learning process across the phases of a PBL cycle. We propose the concept of dialogic intervisualizing to theorize these new text-discourse relations in inquiry-based learning