Book•
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.
Citations
More filters
TL;DR: Collaboration is often emphasized as one of the key twenty-first century competencies to promote scientific literacies through many representational modes as mentioned in this paper, however, collaborative interactio...
Abstract: Collaboration is often emphasized as one of the key twenty-first century competencies to promote scientific literacies through many representational modes. However, collaborative interactio...
5 citations
Cites background from "The Routledge handbook of multimoda..."
...…activity of constellation model making as a predetermined procedure, the teacher (Sam) continuously interacted with PTs “in the iterative connection” (Jewitt, 2013, p. 251) between the meaning potential of night-sky observations, the meaning potential of material modeling artifacts available to…...
[...]
...Further, both innovative science education curricula and multiliteracies recognize a salient role of new technologies to create and manipulate concrete objects in multimodal ways (Jewitt, 2013; Kress, 2010; Lemke, 1998, 2002; Unsworth, 2008) of thinking and learning about abstract concept formation....
[...]
01 Jan 2014
5 citations
01 Jan 2018
TL;DR: The role of haptics and locomotion in literacy education is explored in this article, where a white academic with an Indigenous researcher is shown how the forgotten role of the hands and feet in dominant theories of communication is central to Indigenous identity and literacies.
Abstract: This chapter reports original research that asks the question: What are the ways of knowing, being, and communicating that are valued and practiced in Indigenous communities? Literacy curricula, internationally and nationally, typically do not take into account the multi-sensorial dimensions of non-Western forms of representation that go beyond narrow conceptions of print. For example, literacies are often conceived as drawing on print, visual, spatial, gestural, and audio modes, but the role of haptics and locomotion has typically received little attention. This chapter highlights examples of the multi-sensoriality of Indigenous literacies observed in participatory community research with an Indigenous school. It extends recent theories of sensory studies in the history and cultural anthropology of the senses, applying these principles to literacy education. Sensory literacies is a theoretical perspective that gives priority to the sensorial dimensions of the body and its role in communication in literacy practice, because without a sensing body, we cannot know about or communicate with the world. The data demonstrates how the forgotten role of the hands and feet in dominant theories of communication is central to Indigenous identity and literacies. Written by a white academic with an Indigenous researcher, the chapter problematises the privileging of narrow, logocentric, and Western forms of literacy and its implications for rethinking the role of the whole body in literacy and the literacy curriculum for Indigenous students.
5 citations
DOI•
01 Jan 2014
TL;DR: In this paper, the authors present a collection of tables, figures, and acknowledgements of the authors of the book, including a preface and a dedicatory essay. 1 1.1
Abstract: ................................................................................................................................ ii Preface .................................................................................................................................. iv Table of Contents ...................................................................................................................v List of Tables ...................................................................................................................... viii List of Figures ...................................................................................................................... ix Acknowledgements ............................................................................................................. xii Dedication ........................................................................................................................... xiii Chapter 1: Introduction .................................................................................................. 1 1.1 Introduction .......................................................................................................... 1 1.2 Origins of my interest ........................................................................................... 1 1.3 Topic statement .................................................................................................... 2 1.4 Research questions ............................................................................................... 3 1.5 Relevance of this study ......................................................................................... 4 1.6 Constructs: from picturebook to picturebook app ................................................ 6 1.7 Summary ............................................................................................................ 13 Chapter 2: Literature Review ...................................................................................... 15 2.1 Introduction ........................................................................................................ 15 2.2 Picturebook theory .............................................................................................. 15 2.3 Playfulness and the picturebook ......................................................................... 25 2.4 Multimodality and children’s literature .............................................................. 36 2.5 Summary ............................................................................................................ 56 Chapter 3: Methodology ............................................................................................... 57 vi 3.1 Introduction ........................................................................................................ 57 3.2 Theoretical framework ....................................................................................... 57 3.3 Rationale for selection of primary texts ............................................................. 60 3.4 Close reading of digital texts .............................................................................. 64 3.5 Summary ............................................................................................................ 66 Chapter 4: Findings: Close Readings of Eight Picturebook Apps ............................ 67 4.1 Introduction ........................................................................................................ 67 4.2 What Does My Teddy Bear Do All Day? by Bruno Hächler and Birte Müller .. 67 4.3 Lil’ Red by Bart Blocmen and Brian Main ......................................................... 75 4.4 The Monster at the End of This Book by Jon Stone and Michael Smollin ......... 82 4.5 Don’t Let the Pigeon Run This App! by Mo Willems and You .......................... 88 4.6 The Heart and the Bottle by Oliver Jeffers ........................................................ 94 4.7 The Three Little Pigs by Nosy Crow ................................................................ 101 4.8 The Trip Little Critter Reading Adventure by Mercer Mayer ........................ 109 4.9 Little Red Riding Hood by Nosy Crow ............................................................ 114 4.10 Summary ........................................................................................................ 121 Chapter 5: Discussion: Playfulness in Picturebook Apps ........................................ 122 5.1 Introduction ...................................................................................................... 122 5.2 Playfulness through the interanimation among modes ..................................... 122 5.3 Playfulness through metafiction ....................................................................... 138 5.4 Playfulness through performance ..................................................................... 150 5.5 How this discussion addresses my research questions ..................................... 169 5.6 Summary .......................................................................................................... 171 vii Chapter 6: Conclusion ................................................................................................ 173 6.1 Introduction ...................................................................................................... 173 6.2 Research contributions ..................................................................................... 173 6.3 Contributions to the design of picturebook apps .............................................. 175 6.4 Implications for the mediators of children’s literature ..................................... 178 6.5 Limitations ........................................................................................................ 181 6.6 Recommendations for future research .............................................................. 182 6.7 Summary .......................................................................................................... 184 References ..........................................................................................................................185 Primary texts .............................................................................................................. 185 Secondary texts .......................................................................................................... 186 Children’s literature cited .......................................................................................... 195 Online resources consulted for picturebook app selections ...................................... 195 Appendix: Screen references ..............................................................................................197
5 citations
Cites background from "The Routledge handbook of multimoda..."
...Jewitt (2009) states that multimodal theory is based on four key theoretical assumptions: language is part of a multimodal ensemble, it is not the only nor the most important mode; each mode realizes different communicative work, in other words, enables different forms of cognition; people orchestrate meaning through their selection and configuration of modes; the meanings of signs are social, they vary in different settings, periods and according to the social group of the individuals. Theo Van Leeuwen (2005) posits “social semiotics compares and contrasts semiotic modes, exploring what they have in common as well as how they differ, and investigating how...
[...]
...Jewitt (2009) states that multimodal theory is based on four key theoretical assumptions: language is part of a multimodal ensemble, it is not the only nor the most important mode; each mode realizes different communicative work, in other words, enables different forms of cognition; people orchestrate meaning through their selection and configuration of modes; the meanings of signs are social, they vary in different settings, periods and according to the social group of the individuals....
[...]
...Jewitt (2009) states that multimodal theory is based on four key theoretical assumptions: language is part of a multimodal ensemble, it is not the only nor the most important mode; each mode realizes different communicative work, in other words, enables different forms of cognition; people…...
[...]
TL;DR: The authors investigated the textual presentation of conclusions as ongoing practice related to historically grounded, disciplinary traditions, and found that close attention to textual formulations in students' report drafts provided important access points to epistemic practices.
5 citations