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Einige Bemerkungen zum Infografischen in der visuellen Publizistik

100%
Makowska M.
Studia Germanica Posnaniensia
|
2018
|
issue 39
123-136
EN
Infographics has become one the most popular forms used in contemporary communication. It is employed both in traditional media as well as electronic ones in order to present relations between various phenomena or explain particular mechanisms of action in a picturesque way. Infographics is a hybrid form which reaches out for disparate visual elements: linguistic, pictorial and diagram ones, and combines them in a nonlinear way. In media communication infographics occur both as an independent message, or as e.g. an element accompanying a press article and complementing it. The purpose of the article is to demonstrate that infographics as a visual plane can serve the economization and rationalisation of media communication.
2

Infografik als Sehfläche

75%
Makowska M.
Prace Językoznawcze
|
2014
|
issue 16/2
35-52
EN
In the media such communications are more and more frequently used at present that are both multimodal and non-linear. Multimodality signifies that simultaneously one has to deal with various linguistic and pictorial resources mutually contextualizing one another. In turn, multimodality is tightly connected with non-linearity which causes that recipients can decide by themselves which pieces of information and in what order they want to internalize. Infographics constitute an example of such communications and due to their formal-functional standardization they can be treated as a separate kind of text.
3
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TEKST MULTIMODALNY W GLOTTODYDAKTYCE

75%
Makowska M.
Neofilolog
|
2018
|
issue 50/2
215-230
EN
Multimodality as a linguistic universal plays a substantial role not only in the process of communication but also e.g. in philological instruction. It is used both in handbooks as well as all kinds of other didactic materials available in the printed version and the electronic one alike. However, in order for it to constitute practical assistance for a student and real help for the teacher, they must have the so-called multimodal competence at their disposal, which will both at the stage of text production as well as in the phase of its reception enable them to fully use the potential inherent in multimodality. The aim of the article is to show in what way multimodality made use of in foreign language handbooks changes philological education, making it more effective and attractive for all the sides engaged in this process.
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