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.
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Journal Article•
14 May 2016-Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education
TL;DR: In this paper, the authors present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools for knowledge representation and meaning-making.
Abstract: Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.
3 citations
Cites background from "The Routledge handbook of multimoda..."
...Thus, knowledge is not seen as a fixed entity that can be transmitted to the learner (Danielsson & Selander, 2014; Jewitt, 2006, 2009; Kress, Jewitt, Ogborn & Tsatsarelis, 2001; Kress 2003; Selander 2008)....
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TL;DR: This article found that children engaged in multimodal and multi-vocal play as they manipulated language, chanted or sang with rhythmic speech, and combined language play with gestures and kinetic movements.
Abstract: Researchers in this study adopted an ethnomusicology perspective to explore the playground language and music-making practices of children at nine Canadian school playgrounds over a two-year period. Using non-participant observation the researchers found that school children (ages 5-12) engaged in multimodal and multi-vocal play as they manipulated language, chanted or sang with rhythmic speech, and combined language play with gestures and kinetic movements. The authors suggest a link between children’s out-of-school literacies (‘languaging’ and ‘musicking’ on the playground)—where children are active agents of their own learning—and children’s potential in-school literacies.
3 citations
Cites background from "The Routledge handbook of multimoda..."
...Multimodal scholars examine how people make meaning (through representation, communication, and interaction) emphasizing that several modes, or semiotic resources, always coexist in any semiotic event (Hurdley & Dicks, 2011; Jewitt, 2009; Kress, 2010)....
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TL;DR: This paper explored the opportunities and challenges that translanguaging may provide for students from Australian Aboriginal backgrounds and their teachers and explored the principles of fair and valid assessment and the role that translangrouping can fulfil for assessment purposes.
Abstract: In this conceptual paper, we explore the opportunities and challenges that translanguaging may provide for students from Australian Aboriginal backgrounds and their teachers. We use examples taken from Australian Aboriginal students who may speak Standard Australian English, Australian Aboriginal English, creoles (Kriol being the common one across the north of Australia) and traditional languages (e.g. Kija, Martu). We begin by examining the concept of translanguaging and show how Australian Aboriginal students can move fluidly between their various linguistic resources, dialects and repertoires to make meaning, express their thoughts, understandings and feelings, create their identities, and do so in often playful and creative ways. The principles of fair and valid assessment are explored and the role that translanguaging can fulfil for assessment purposes is considered. We also document some of the social, cultural and linguistic biases that underpin aspects of assessment, and make suggestions for improvement. In particular, we examine how teachers could approach assessment so that students with Aboriginal backgrounds are able to draw on their full linguistic repertoire and, in this way, address the issues surrounding discriminatory assessment practices that are founded on monolingual mindsets. We also take up the gauntlet to ‘stop measuring black kids with a white stick’ and seek positive and embracing ways for all students with Aboriginal backgrounds to engage in assessment practices.
3 citations
Journal Article•
TL;DR: Vermeiren et al. as discussed by the authors proposed a set of guidelines that avoid time loss and frustration among the interlocutors and allow for smoother communication, focusing on two basic strategies that can help without the need for sophisticated equipment.
Abstract: Service providers in healthcare, education or legal settings can unexpectedly be faced with language-discordant clients who moreover have sensory or cognitive disabilities and might have problems understanding or producing language. Disabilities or difficulties understanding are particular challenges in interpreter-mediated encounters. The aim of this article is to propose a set of guidelines that avoid time loss and frustration among the interlocutors and allow for smoother communication. We will focus here on two basic strategies that can help without the need for sophisticated equipment, namely plain language and gestures, leaving aside technological resources. In spite of many differences between them, language and gestures carry meaning through shared basic semiotic elements such as indexes, icons and symbols (Peirce, 1965). Moreover, when occurring simultaneously, language and gestures often have identical meaning. Gestures present the same meaning or pragmatic function (McNeil,1992), and consequently enhance spoken language. To obtain satisfactory results in an encounter with a disabled client, the ‘best fit’ Vermeiren, H. (2018). A first Set of Guidelines for Public Service Interpreters who unexpectedly face Clients with a Disability. Current Trends in Translation and Learning, E, 5, 437 – 471. 438 should be found between plain language and gestures. Specifically in this context, a happy balance should be struck between the economy of a message and its clarity. We will apply relevant insights to the two initial phases of an interpretermediated encounter: acquaintance and positioning. For each of these phases, we will review the linguistic strategies and the kind of gestures that may prove useful in different contexts of
3 citations
01 Jan 2017
TL;DR: The Dynamics of Social Media Interaction in a Free-Choice Religious Education Experience as discussed by the authors explores how the use of social media influenced the dynamics of interaction in a free-choice religious education experience between a world religious leader and young adult learners.
Abstract: The Dynamics of Social Media Interaction in a Free-Choice Religious Education Experience Scott C. Woodward Department of Instructional Psychology and Technology, BYU Doctor of Philosophy This Grounded Theory study explores how the use of social media influenced the dynamics of interaction in a free-choice religious education experience between a world religious leader and young adult learners. Results indicate that social media (a) enhanced proxy group interaction due to the increased visibility of leader-learner interactions to the entire group and the ability of learners to comment on, like, mention other learners, and share leader-learner interactions; (b) enabled active non-verbal interaction which allowed for social curation, peer validation, community reaction, and the non-verbal pushing of posts into the social media streams of those not participating in the event; (c) greatly enhanced dialogic interaction between learners and allowed for a safe hashtag-bound space for religious expression to occur online; and (d) enabled a theoretically infinite amount of learner-learner interactions on single comment nodes, referred to as multilogic interactions. Grounded Theory was also used to derive patterns from the data generated in this experience which were then abstracted and reconstituted into an explanatory and predictive theoretical framework referred to as Orbital Interaction Theory (OIT). OIT, as a design theory, predicts that three types or tiers of interaction will occur when three essential pedagogical design elements are used together—namely, a question and answer session with a highly respected and sought-after leader within a social media-bound context. Furthermore, I posit that three essential learner conditions are required for the success of OIT—namely, learner trust in the leader, a high degree of learner homogeneity, and high levels of civility. The preexistent nature of these learner conditions in religious education experiences makes them the most natural contexts for an OIT approach to be successful. It is precisely because of the challenge of achieving these three factors at comparable levels in non-religious free-choice learning contexts that makes the transferability of OIT into these contexts difficult. Finally, I posit that when the essential pedagogical design elements of OIT are combined with the essential learner conditions of OIT, the Optimum Conditions for Interaction (OCI) in OIT will be achieved with highly predictable results.
3 citations
Cites background from "The Routledge handbook of multimoda..."
...The attraction of these multimodal texts lies in their capacity to convey knowledge with greater meaning and richness than the more traditional printed texts (Kress, 2009)....
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