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The Routledge handbook of multimodal analysis

01 Jan 2009-
TL;DR: Theoretical and Methodological Tools for Multimodal Analysis as mentioned in this paper is a toolkit for multimodal analysis with a focus on the analysis of the transmodal moment.
Abstract: Introduction: Handbook Rationale, Scope and Structure Part 1 Theoretical And Methodological Tools For Multimodal Analysis 1.An Introduction to multimodalit 2. Different approaches to multimodality 3.What are multimodal data and transcription? 4.What is mode? 5.Parametric systems: the case of voice quality Theo van Leeuwen 6. Modal density and modal configurations: multimodal actions 7. Transformation, transduction and the transmodal moment Part 1 readings Par 2 Key themes for multimodality 8. Historical Changes in the Semiotic Landscape From Calculation to Computation 9. Technology and Sites of Display 10. Multimodality and Mobile Culture 11. Multimodality, Identity, and Time 12. Multimodality and reading: the construction of meaning through image-text interaction 13. Power, social justice and multimodal pedagogies Part 3 Multimodality across different theoretical perspectives 14. Multimodality and language: A retrospective and prospective view 15. Multimodality and theories of the visual 16. Multimodality and New Literacy Studies 17. Using Multimodal Corpora for Empirical Research 18. Critical Discourse Analysis and multimodality 19. Semiotic paradigms and multimodality 20. Reception of multimodality: Applying eye-tracking methodology in multimodal research 21. Representations in practices: A socio-cultural approach to multimodality in reasoning 22. Indefinite precision: artefacts and interaction in design 23. Anthropology and Multimodality: The Conjugation of the Senses Part 4 Multimoda Case Studies 24. Practical function and meaning: a case study of Ikea tables 2 The use of gesture in operations 26. Gesture and Movement in Tourist Spaces 2 The kineikonic mode: towards a multimodal aproach to moving image media 28. Multimodal Analytics: Software and Visualization Techniques for Analyzing and Interpreting Multimodal Data 29. Colour: code, mode, modality -- the case of.
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Reference EntryDOI
05 Nov 2012
TL;DR: Context is a central concept in the analysis of discourse and interaction in all the major research traditions in applied and sociolinguistics as mentioned in this paper, and linguistics did not display much sensitivity to it and tended to study utterances in isolation and without reference to context.
Abstract: Context is a central concept in the analysis of discourse and interaction in all the major research traditions in applied and sociolinguistics. Early linguistics did not display much sensitivity to it (Scollon, 1998, p. 80) and tended to study utterances in isolation and without reference to context. Today, however, there seems to be a general consensus around the idea that we understand utterances because they fit or make sense within particular situations. Studies of discourse and interaction include some orientation to context, if nothing else because “language is always produced by someone to someone else, at a particular time and place, with a purpose and so forth” (Blommaert, 2005, p. 39). Keywords: computer mediated communication; culture; discourse analysis; language and social interaction; linguistic anthropology; pragmatics

6 citations

Journal ArticleDOI
20 Oct 2020
TL;DR: In this paper, students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multi-modal teaching materials, planning better learning strategies in the future, engagement on multimodality learning issues, and multimodAL text analysis practices.
Abstract: Recently, multimodality has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun & Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning.

6 citations


Cites background from "The Routledge handbook of multimoda..."

  • ...Besides, multimodality deals with diverse communication modes, their connections, and integrated processes on communication and representation (Jewitt, 2009; Kress, 2010; Kress & van Leuween, 2001; O’Halloran & Smith, 2011)....

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  • ...Similarly, Jewitt (2009) labels it as a “multimodal turn” in which language is combined with other semiotic resources (e.g., image, music, gesture, architecture, etc.) to make meanings multimodally....

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  • ...Multimodality refers to modes used in meaning-making practices, such as linguistic, visual, audio, gestural, and spatial modes (Jewitt, 2009; New London Group, 1996)....

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01 Jan 2017
TL;DR: A court may impose penalties and award damages in relation to offences and infringements relating to copyright material as discussed by the authors, and higher penalties may apply, and higher damages may be awarded, for offences and inferences involving the conversion of material into digital or electronic form.
Abstract: University of Wollongong Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorise you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process, nor may any other exclusive right be exercised, without the permission of the author. Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. A court may impose penalties and award damages in relation to offences and infringements relating to copyright material. Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong.

6 citations


Cites background from "The Routledge handbook of multimoda..."

  • ...Fundamental to the theory of multimodality is the notion of representational and communicational resources called modes working together to achieve meaning (Jewitt, 2009; Kress, 2010)....

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  • ...Fundamental to the theory of multimodality is the notion of representational and communicational resources called ‘modes’ working together to achieve meaning (Jewitt, 2009; Kress, 2010)....

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Journal ArticleDOI
03 Mar 2020
Abstract: This analysis of the literary app The Fantastic Flying Books of Mr. Morris Lessmore is theoretically grounded in Wolfgang Iser’s theories of aesthetic response and multimodal social semiotics. The first part of the analysis shows how aesthetic meaning comes to the fore in different modes and in the interplay between them. The second part deals with the interactivity of the app and shows how the reader’s interaction with the tablet may influence the wandering viewpoint (Iser, 1984) and let it take different paths, transforming the reader into a real-time participant in the story. The article argues that touch interaction may enrich aesthetic experiences by evoking feelings in the reader, and that interactive tasks can prolong aesthetic experiences. In addition, the performing of interactive tasks may underline certain aspects of the story.

6 citations


Cites background from "The Routledge handbook of multimoda..."

  • ...A mode is «a socially shaped and culturally given resource for making meaning» (Kress 2011, p. 54)....

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