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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01 Jan 2021
TL;DR: In this article, a comprehensive theoretical account of deception in multimodal film narratives is given in the light of the pragmatics of film discourse, the cognitive philosophy of film, and studies of fictional narratives.
Abstract: This article gives a comprehensive theoretical account of deception in multimodal film narrative in the light of the pragmatics of film discourse, the cognitive philosophy of film, multimodal analysis, studies of fictional narrative and – last but not least – the philosophy of lying and deception. Critically addressing the extant literature, a range or pertinent notions and issues are examined: multimodality, film narration and the status of the cinematic narrator, the pragmatics of film construction (notably, the characters’ communicative level and the one of the collective sender and the recipient), the fictional world and its truth, the recipient’s film engagement and make believing, as well as narrative unreliability. Previous accounts of deceptive films are revisited and three main types of film deception are proposed with regard to the two levels of communication on which it materialises, the characters’ level and the recipient’s level, as well as the intradiegetic and/or the extradiegetic narrator involved. This discussion is illustrated with multimodally transcribed examples of deception extracted from the American television series House. In the course of the analysis, attention is paid to how specific types of deception detailed in the philosophy of language (notably, lies, deceptive implicature, withholding information, covert ambiguity, and covert irrelevance) are deployed through multimodal means in the three types of film deception (extradiegetic deception, intradiegetic deception, and a combination of both when performed by both cinematic and intradiegetic narrators). Finally, inspired by the discussion of Hitchcock’s controversial lying flashback scene in Stage Fright, as well as films relying on tacit intradiegetic, unreliable narrators (focalising characters) an attempt is made to answer the thorny question of when the extradiegetic (cinematic) narrator can perform lies (through mendacious multimodal assertions) addressed by the collective sender to the recipient, and not just only other forms of deception, as is commonly maintained.
2 citations
TL;DR: This article explored digital compositions as spaces for identity representation through the proyectos finales produced by 22 students in a Spanish composition class for heritage/native speakers in a U.S. university.
Abstract: Couched in theories of translanguaging, multimodality, and multiliteracies, this article explores digital compositions (i.e., digital collages) as spaces for identity representation through the proyectos finales produced by 22 students in a Spanish composition class for heritage/native speakers in a U.S. university. Each digital collage was accompanied by two written documents: one describing the processes leading to its creation, and another one explaining the meaning of the collage and its components. Qualitative content analysis was used to investigate the submissions, with particular attention paid to instances of identity, experience, and self-representation through complex orchestrations of flexible multilingual and multimodal meaning- and sense-making. The proyecto final is discussed in terms of the curricular innovation for courses designed for racialized language-minoritized multilingual students, describing the nature and affordances of translanguaging in this context, and advancing an approach to digital composing as showing–telling.
2 citations
Journal Article•
TL;DR: In this paper, a multimodal social semiotic approach is taken to analyse educational textbooks, focusing on the ways in which educational textbooks contribute to designing our social futures by constructing both the student and the discipline in a particular manner.
Abstract: This article takes a multimodal social semiotic approach to analysing educational textbooks. We are interested in the ways in which educational textbooks contribute to designing our social futures by constructing both the student and the discipline in a particular manner. While a textbook's primary purpose is to provide the reader with knowledge content about a specific topic, it also serves to conventionalise and entrench certain discipline-specific practices and values. A textbook simultaneously competes in an economic environment where the reader has a choice of many textbooks. The text, therefore, takes on a hybrid form, where marketisation and conversationalisation co-exist in dialogue with academic discourse. The article analyses the discourses of Pharmacology as constructed in two widely used Pharmacology textbooks in South Africa. We take a systemic functional approach which views texts as realising meaning in three ways, namely the ideational, the interpersonal and the textual. The analysis shows how one of the textbooks tends to establish a more democratic relationship between authors and readers, while constructing Pharmacology within a scientific discourse of drugs. The other textbook constructs a more traditional and hierarchical relationship between author and reader, yet tends to reinforce a clinical, patient-centred approach to Pharmacology. We argue that this kind of analysis is important when interrogating curriculum, as textbooks are crucial sites of struggle over discourse, meaning and power.
2 citations
Cites background from "The Routledge handbook of multimoda..."
...A social semiotic approach focuses on meaning-making in context and the socially situated use of modal resources (Jewitt, 2009)....
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01 Jan 2014
TL;DR: In the context of LEA 2018, the authors of as mentioned in this paper have focused on the relationship between human studies and new technologies, which is an item of shared knowledge that the spreading of new technologies along with phenomena like globalization and localization have led to the pervasive creation and to the massive sharing of very complex digitally mediated texts that not only present varied semiotic compositions, but also feature multiple (and often hybridized) references to diff erent socio-cultural contexts.
Abstract: Th e theme to which the language section of LEA is dedicated this year – that is the relationship between Human Studies and new technologies – is a very relevant issue in the contemporary scenario. Indeed, it is an item of shared knowledge that the spreading of new technologies, along with phenomena like globalization and localization, have led to the pervasive creation and to the massive sharing of very complex digitally mediated texts that not only present varied semiotic compositions, but also feature multiple (and often hybridized) references to diff erent socio-cultural contexts. In addition to that, many of these texts are frequently produced, exchanged and “experienced” without the mediation of traditional signifying (or normative) agencies. In such settings, an awareness of how diff erent semiotic systems concur to make meaning, together with the knowledge of the diff erent linguistic and socio-cultural communities that may take part in a communicative act, constitute invaluable tools to help decoding both the instances of distributed textuality and the eco-social experiences signifi ed in the same acts. Moreover – as the New London Group envisioned in the distant 1990s (Cazden, Fairclough et al. 1996) – these competences are the founding tiles of a “broader view of literacy”, a “multiliterate” (ivi, 60) pedagogical process aimed at creating citizens able to cope with heterogeneous medial (and un-mediated) environments. As a matter of fact, many and multidisciplinary are the skills that people are nowadays required to have if they wish to fully express their citizenship: at fi rst, they need to be able to “crack codes”, that is to recognize the diff erent modal aff ordances used in multi-semiotic texts. Th en – in order to use those artifacts functionally – they need to understand their compositional meaning (that is obviously infl uenced by the particular socio-cultural contexts out of which they originate), as well as the diff erent cultural and social functions performed by the same texts in environments that tend to converge more and more. Finally, since “changes in discourse are dialectically interconnected with changes in other non-discursive social elements” (Fairclough 2011, 11), people need to develop a critical conscience if they want to detect and decode the worldviews that are entexted in such semiotic artifacts.
2 citations
TL;DR: This paper explored how interlocutors from different linguistic and cultural backgrounds employ the five translingual negotiation strategies of envoicing, recontextualization, interactional activity, entextualization and transmodality to communicate in online marketplaces.
Abstract:
This study explores how interlocutors from different linguistic and cultural backgrounds employ the five translingual negotiation strategies of envoicing, recontextualization, interactional activity, entextualization and transmodality to communicate in online marketplaces. Informed by conversation analysis and translingualism, three computer-mediated communication (CMC) data sets were analyzed. Findings are as follows: 1) Korean speaker’s envoicing strategy was used to reveal his non-native English speaker status, which softened the impression of discourtesy. It set the co-constructed conversation stage where English speaking counterparts would be implicitly requested to speak more intelligibly; 2) recontextualization strategy was presented through emojis, emoticons, transliteration and translation to turn a business transaction into a friendly conversation between translingual speakers from different cultures where non-verbal cues of hospitality can be delivered in written forms in online one-on-one chats; 3) interactional strategy was observed when speakers did not share a culturally-bounded speech act of “conversation closers.” Misalignment was partially solved by mutual efforts to close their online conversation; 4) entextualization strategy was shown from Korean speakers’ asynchronous communication to confer on appropriate English expression by seeking help from other online community members; and, 5) transmodal strategy refers to the practice of shuttling among different on/offline modes and platforms to encode and decode languages, emotions, and cultural perspectives by depending on a wide range of resources and multiple strategies to accomplish meaningful interaction in online marketplaces. This study shows the translingual characteristics of English-medium online communication, suggesting an extended model of translingual meaning negotiation strategies in CMC contexts.
2 citations