Semiotics

Signifying the Transition from Modern to Post-Modern Schooling... 25

In Table 3, all the aforementioned resources of material culture signifying framing are
shown.

Table 3. Semiotic resources for framing

Resource Strong framing Weak framing

Degree of explicitness and

specificity of the criteria for

competent use of school

space and artifacts

High (color coding of services,

signage, wall displays echoing the

official voice of school, labeling)

Low (no color coding, no sign

posts, empty walls, no

labeling)

Weight of objects High (difficult to be moved) Low (easy to be moved)

Mobility of objects Low (bolted furniture, non-revolving

chairs, tables, etc, fixed surfaces, fixed

and permanent partitions)

High (wheeled furniture,

revolving chairs, tables, etc,

sliding surfaces, demountable

partitions)

Variability of learning

environment

Austere, uniform environment

comprised of few objects of single

functionality

Multi-sensory environment

comprised of many objects of

variable functionality

Permanence of use Permanent use (e.g. permanent display

or writing surfaces)

Temporary use (e.g. temporary

display or witting surfaces like

a white board for instance)

Adjustability of indoors

conditions (temperature,

ventilation, lighting, sound

volume, etc)

Non adjustable Adjustable

Control of vision High (single focal spaces, features of

high salience like size, sharpness of

focus, tonal contrast, colour contrast,

or placement attracting vision, reduced

or no visibility of the outside

environment)

Low (multi-focal spaces,

features of low salience,

increased visibility of the

outside environment)

Control of mobility High (orientation signs, reduced free

space, long and narrow corridors, low

area allocated to non-teaching spaces,

restricted number of entrance or exit

points, mechanisms of access control

like automated doors, photocells, etc)

Low (lack of orientation signs,

increased free space, visually

open settings which encourage

social interaction, multiple

exit/entrance points, free

access)

Differentiation of material

culture

High (luxurious vs cheap and/or

ordinary materials, large vs restricted

allocated areas, specialized objects vs

objects of everyday use, formal vs

casual dressing style, etc)

Low (similar quality of

materials, similar areas

allocated to different social

groups, objects of similar

category, similar dressing

styles, etc)

The preceding analysis will be exemplified by two case studies presented below: one
applying the inventory of semiotic resources to a classroom characterized by weak framing
and one applying the same inventory to another classroom characterized by strong framing.
Case study 4: Analyzing the material culture of a classroom characterized by strong
framing