Description:
<jats:title>Abstract</jats:title>
<jats:p>Visual material plays a central role in lectures to illustrate the spoken word or to show objects of knowledge. Historically, the question arises as to when which methods were used and what their functions were and still are today. In a further diagrammatic perspective on the setting of the lecture, however, other aspects of pictoriality must be included: For example, there is a tradition of storing, commenting on, processing and editing lectures by the audience, which leads, for example, to transcripts that transform the lecture medially. Yet these techniques are embedded in an ensemble of diagrammatic practices of lecture organisation, which can be understood as „instructions for use“ for both lecturers and listeners. From a diagrammatic perspective, it becomes clear that the diagrammatic orders applied in and by lectures are not simply ornaments of the lecture, but have a knowledge-constitutive effect.</jats:p>