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: In this article, a study was conducted to understand how biology teachers experienced and learned from professional development (PD) in which the 5R Instructional Model was used as a framework for planning.
Abstract: The purpose of this study was to understand how biology teachers experienced and learned from professional development (PD) in which the 5R Instructional Model was used as a framework for planning ...
2 citations
Cites background from "The Routledge handbook of multimoda..."
...However, recent researchers stressed the multimodality in each of these (Jewitt, 2017; Jornet & Roth, 2015)....
[...]
01 Jan 2019
TL;DR: In this paper, the authors present a Table of Table of contents of the paper. But they do not discuss the authorship of the authors' authorship, but only their work.
Abstract: ............................................................................................................................... i Acknowledgments.............................................................................................................. iii Table of
2 citations
Cites background or methods from "The Routledge handbook of multimoda..."
...Jewitt (2009) related modes to cultural institutions similarly as a means to connect the individual to meaning making....
[...]
...30) that could be triangulated with the multimodal analysis (Jewitt, 2009)....
[...]
...This study was designed to achieve its objectives through a descriptive multiple case study as outlined by Baxter and Jack (2008) and Yin (2009, 2012), with a multimodal analysis (Jewitt, 2009)....
[...]
...Multimodal transcription (Jewitt, 2009) was used (Appendix I1) to view literacy events through multiple elements (e.g., photos and transcription) to create multiple viewpoints of an event....
[...]
...Social semiotic multimodal analysis focuses on “mapping how modal resources are used by people in a given community/social context” (Jewitt, 2009, p. 29)....
[...]
TL;DR: In this article , the authors draw broadly on approaches and theories relevant to the phenomena of multimodality to propose some methodological directions for further cycles of development and application, and reconstruce multimodal as a stage of development through which many disciplines naturally pass.
Abstract: In this position statement, I draw broadly on approaches and theories relevant to the phenomena of multimodality to propose some methodological directions for further cycles of development and application. Two apparently opposed goals are accepted and reconciled: on the one hand, increased attention needs to be paid to empirical studies and, on the other, highly exploratory and smaller scale case studies with more conjectural analyses need to be continued and expanded. To achieve an integrative view spanning, both forms of approach, methodological refinements capable of reducing the gap between theoretical metalanguages and larger-scale empirical research are required. Multimodality is consequently reconstrued not as a field of study in its own right, but as a stage of development through which many disciplines naturally pass. Means are then explored for securing access to the various theoretical frameworks and methodological tools disciplines provide by combining new models of disciplinary triangulation with a more finely articulated notion of materiality.
2 citations
TL;DR: In this article, the authors explored the impact of the use of multimodality during college level instruction using quantitative and qualitative methods, data were analyzed to determine the effectiveness of incorporating multimodal in teaching pre-service teachers.
Abstract: The purpose of this study was to explore the impact of the use of multimodality during college level instruction. Using quantitative and qualitative methods, data were analyzed to determine the effectiveness of incorporating multimodality in teaching pre-service teachers. Results indicated the use of multimodality increased participants’ knowledge and awareness of Special Education concepts and strategies for teaching students with disabilities. Results also indicated there was a significant difference in knowledge gained by the experimental group when compared to the control group.
2 citations
TL;DR: In this article, a complex of classroom activities aimed at using Internet memes as education tools is presented. But the authors do not consider the use of memes as cultural education tools in L2 teaching.
Abstract: The paper considers Internet memes as cultural education tools in L2 teaching. Normally considered as humorous and highly entertaining items in social networking communication, Internet memes can also be used to acquire social and cultural awareness in the context of secondary education. Internet memes have certain similarities with lexis and text. These properties define the algorithm for working with the memes: text-like qualities of memes state the structure of the algorithm and lexis-like qualities are responsible for its variable part. It makes it possible to combine teaching methods traditionally applied to lexis and text to Internet memes in L2 with information technology tools (meme generator programs), which results in a complex of classroom activities aimed at using Internet memes as education tools. Given the cultural capital of the Internet memes, the authors believe the efficiency of the aforementioned activities in teaching L2 students language and culture.
2 citations