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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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TL;DR: The South African Poetry Project (ZAPP) as mentioned in this paper is a community of poets, scholars, teachers and students, established in 2013 to promote, in educational systems, the work of contemporary South African poets.
Abstract: This article concerns ZAPP (the South African Poetry Project), which is a community of poets, scholars (including the authors), teachers and students, established in 2013 to promote, in educational systems, the work of contemporary South African poets. For the past three years (2017–2019), we have attempted through outreach and research to contribute to decolonising South African education by paying attention to indigenous poetic traditions and practices. Our research has focused on content, pedagogy and institutional practice. The article outlines and attempts to assess three interrelated components of ZAPP’s research into the decolonisation of poetry and education: our research into the transformation of teaching and learning in EFAL (English First Additional Language) poetry classrooms, our ongoing research into what constitutes indigenous South African poetry today, and our research into institutional practices concerning the production and dissemination of knowledge about poetry. We draw on various conceptual frameworks to explore ZAPP’s research, namely, South African poetry scholarship, decolonial theory, theories of indigeneity, theories of multimodality, posthumanism and new materialisms. The article shows both the achievements and challenges of our research efforts in the three areas of content, pedagogy and institutional practice. Its final claim is that these three areas are crucial sites of intervention in attempts at decolonising poetry in existing disciplines in research and education.
5 citations
Cites background from "The Routledge handbook of multimoda..."
...…2007; Mignolo 2007; Santos 2016; Tuck and Yang 2012), indigeneity (Fataar 2018; Msila and Gumbo 2017; Nyamnjoh 2012; Smith 2012), multimodality (Jewitt 2014; Kress 1997; 2010; Newfield and Maungedzo 2006; Stein 2008), posthumanism and new materialisms1 (Barad 2007; Braidotti 2013; Manning…...
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01 Jan 2012
TL;DR: In this paper, a fallstudien in Svenska has presented a study of multimodal text for the sport of basketball in the gymnasium of the University of Svalbard in Sweden.
Abstract: Sammanfattning I denna licentiatuppsats undersoks gymnasieelevers skapande av digitala berattelser i svenska eller svenska som andra sprak i en skolpraktik. Analysen grundas pa videoupptagningar av par eller mindre grupper under deras arbete med sina multimodala texten. I uppsatsen presenteras tva par studenter och deras interaktion i tva fallstudier. Paren har valts ut for att pa olika satt belysa mangfald, dels utifran elevers olika sprakliga bakgrund, dels vad galler de olika uttryckssatt de arbetar med i sitt multimodala textskapande. Hur eleverna positionerar sig i forhallande till varandra och till den skolmiljo de befinner sig i fokuseras liksom hur berattelserna skapas i interaktionen mellan eleverna. For att relatera interaktionen till det institutionella sammanhang i vilket den ar situerad anvands aktivitetsteori som ett analysverktyg. I den ena fallstudien ar en elev andrasprakstalare av svenska, vilket visar sig paverka samarbetet da eleverna forhandlar om hur de ska uttrycka sig sprakligt i sin multimodala text. Andrasprakstalaren ges inte samma mojlighet att komma med forslag pa losningar till sprakliga problem och far heller ingen respons pa sina forslag, aven om de ar sprakligt korrekta. Nar eleverna forhandlar om sin berattelses innehall undviker de meningsskiljaktigheter genom att aterga till det gemensamma projektet att fullfolja en skoluppgift. I den andra fallstudien skapar eleverna sin multimodala text genom att olika uttryckssatt konstrueras samtidigt och darmed tillats paverka varandra. Da multimodala texter ar vanligt forekommande i praktiker utanfor skolan, kan texten ses som ett gransoverskridande objekt, vilket bidrar till att eleverna kan anvanda sig av kunskaper forvarvade ocksa utanfor skolkontexten for att positionera sig som kompetenta anvandare av informationsoch kommunikationsteknik (IKT) i skolsituationen.
5 citations
Cites background from "The Routledge handbook of multimoda..."
...In mediated actions people make use of external resources and thus the interplay between agent and the cultural tools which they use are in focus (cf Ivarsson et al 2008:211)....
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...Ivarsson et al (2008) argue for a view where different modes are seen as ways of externalising experiences and communicating about them....
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...The concept of mediation and mediated action is fundamental in a sociocultural tradition, since it implies that humans think and act by means of symbolic representations and artifacts (cf Ivarsson et al 2008:202)....
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...Using mediated action as the basic unit of analysis focuses on “individual(s)acting-with-mediational-means” and could be seen as an alternative to analysing one mode disconnected from other meaning-making resources (cf Ivarsson et al 2008:211)....
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...In this way language, as in speech and writing, plays a crucial role as tools for cumulating meaning-making (Ivarsson et al 2008:205)....
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01 Jan 2020
TL;DR: In this article, the authors provide a catalyst for advancing transdisciplinary research in the use of animation in science education, focusing on the representation and communication of knowledge about complex processes in new areas of scientific discovery.
Abstract: This introductory chapter briefly outlines the factors that motivate this book to provide a catalyst for advancing transdisciplinary research in the use of animation in science education. Fundamental among these is the ongoing development of animation as a resource for scientific investigation and for the representation and communication of knowledge about complex processes in new areas of scientific discovery, which means that science teaching as inducting students into the disciplinary discourse of science necessarily entails developing their competence in the interpretation and creation of science animation. Related to this is the growing recognition by science education researchers of the efficacy of interfacing different disciplinary perspectives, especially those of social semiotics, digital technology and science pedagogy, to investigate the development of innovative approaches to enhancing student engagement and learning. With this orientation, an overview is then provided of the three chapters in each of the four parts of the book, namely (I) Educational Semiotics and the Representation of Knowledge in Science Animation, (II) Learning from Viewing Science Animations, (III) Learning through Creating Science Animations, and (IV) Using Animation in Assessing Students’ Science Learning.
5 citations
01 Jan 2017
5 citations
4 citations
Cites background from "The Routledge handbook of multimoda..."
...As with many young disciplines, however, the invigorating sense of novelty in that book was offset by the vagueness of definitions and methods deployed (see Forceville, 2010)....
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