Academic posters can be regarded as a research genre. However, their multimodal characteristics distinguish them from other research genres that are commonly dominated by written texts. This is because academic posters usually contain both written and semiotic features, including but not limited to graphs, charts, lines, photos, and various font styles (Kress & van Leeuwen 2001). All of which are demonstrated on a 2-dimensional visual display (D’Angelo, 2010). Academic posters therefore allow a high level of creativity and originality, while its purpose is to inform and persuade the audience.
Despite academic posters are frequently seen in many academic contexts, its status is often marginalized (Swales & Feak, 2000). This is because most researchers would opt for paper presentations in the form of powerpoint slides, which allow more written content to be included. As Swales (2004) once noted,
“The poster as a genre has been struggling to find a niche for itself as a viable
alternative to the traditional conference presentation because in most fields it
still retains a second-class status. Although the APA now offers substantial
prizes for the best student posters at its conferences, it is significant, I believe,
that these are restricted to JR graduate student work.” (p. 64)
However, in recent years, academic posters have attracted more scholarly attention. Some studies have examined the application of the poster and regarded the use of academic posters as a teaching and evaluation device within university courses (Bracher, Cantrell & Wilkie, 1998;
Denzine, 1999; Hay & Thomas, 1999; Kinikin & Hence, 2012). Its increasing significance has made it a valuable genre to study and analyze.
References
Bracher, L., Cantrell, J., & Wilkie, K. (1998). The process of poster presentation: A valuable learning experience. Medical Teacher, 20(6), 552-557.
D’Angelo, L. (2010). Creating a framework for the analysis of academic posters. Language Studies Working Papers, 2, 38-50.
Denzine, G. M. (1999). An example of innovative teaching: preparing graduate students for poster presentations. Journal of College Student Development, 40(1), 91-93.
Hay, I., & Thomas, S. M. (1999). Making sense with posters in biological science education. Journal of Biological Education, 33(4), 209-214.
Kinikin, J., & Hench, K. (2012). Poster presentations as an assessment tool in a third/college level information literacy course: an effective method of measuring student understanding of library research skills. Journal of Information Literacy, 6(2), 86-96.
Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold.
Swales, J. M., & Feak, C. A. (2000). English in today's research world: A writer’s guide. Ann Arbor: Michigan University Press.
Swales, J.M. (2004). Research Genres: Explorations and Applications. Cambridge: Cambridge University Press.
