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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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01 Jan 2012
TL;DR: In this paper, the authors explore and present a theoretical basis, a rationale, practical applications, and possible implications involved in teachers and students becoming "cultural brokers" who use language and other multimodal skills to mediate learning and communication.
Abstract: This paper explores and presents a theoretical basis, a rationale, practical applications, and possible implications involved in teachers and students becoming “cultural brokers.” A cultural broker is someone who uses language and other multimodal skills to mediate learning and communication in a variety of contexts and with a variety of people. Adopting such awareness and practice provides people with important skills that help broaden interpretations of languages and literacies. Using a critical theory framework and a sociocultural approach, I shape a call to educators to step away from traditional approaches to language and literacy, instead embracing fundamental ideas from the new literacy studies. The underlying assumption is that through critical language awareness, cultural brokering, and a new vision for language and literacy education, future teachers and students will achieve more productive intercultural competence.
1 citations
TL;DR: For instance, Van Leeuwen et al. as mentioned in this paper investigated how people use social media to express identities, foster communities and so on, and found that many everyday social practices are digitally resemiotized (Iedema, 2001, 2003), adapted and transformed to suit online forms of communication.
Abstract: Today, many everyday social practices are digitally resemiotized (Iedema, 2001, 2003), adapted and transformed to suit online forms of communication. Increasingly, we date online, we socialize online, we look after our health and fitness online, we learn online, we work online – many other practices could be added. This trend has been underway for some time, but the Covid-19 pandemic has accelerated it. While there is now an extensive discourse analytical literature on social media, investigating how people use social media to express identities, foster communities and so on (e.g. Adami, 2014; Barton and Lee, 2013; Zappavigna, 2016), and an equally extensive conversation analytic literature on the forms of talk technologically mediated communication enables (Garcia and Jacobs, 1999; Giles et al., 2015; Licoppe, 2020; McIlvenny, 1990), there has been less research on the technologies themselves, as semiotic resources which incorporate specific affordances and constraints for social interaction, though a beginning has been made during the last few years (Djonov and Van Leeuwen, 2018b; Poulsen, 2018; Van Leeuwen and Iversen, 2017, Van Leeuwen et al., this volume). Clearly, it is necessary to investigate both the systems people use and the ways in which they use these systems,
1 citations
TL;DR: Wong et al. as mentioned in this paper investigated the relationship between reading rhythm and narrative rhythm in a popular literary app, Florence, and found that rhythm not only contributes to the multimodal cohesional aspects of literary apps, but is fundamental to the meaning potential of the literary app.
Abstract: This article addresses how rhythm may function in literary apps. The article has two aims: increasing the knowledge of how literary apps work as texts, by exploring their aspects of rhythm, and developing the understanding of the theoretical term of rhythm. The authors propose a rhythmanalysis in which two different types of rhythm – reading rhythm and narrative rhythm – are taken into account. The two types of rhythm may both occur at different structural levels in the text. This approach is applied to the analysis of rhythm in the popular literary app, Florence (Wong et al., 2018, Florence Tablet application software), drawing on concepts from multimodal social semiotics (Van Leeuwen, Introducing Social Semiotics, 2005), although leaning towards a more reception-oriented approach than the traditional text-oriented analysis in social semiotics. Literary apps are defined in this context as multimodal fictional narratives that can lead to an aesthetic experience for the reader (Iser, 1984, Der Akt des Lesens); however, non-narrative apps, such as poetry, may also be defined as literary apps. These apps may be read on a tablet or a smartphone. This article elucidates some of the many facets of rhythm related to the multimodal design of a literary app, which invites different forms of interactivity than the linear reading and page-turning of print-based picture books. The findings of the analysis show how rhythm not only contributes to the multimodal cohesional aspects of literary apps, but is fundamental to the meaning potential of the literary app.
1 citations
01 Jun 2021
TL;DR: This article studied the relationship between discourse markers and memes and found that a discourse marker can become a meme and, simultaneously, function as a marker-meme in online exchanges, in order to illustrate this relationship, the focus is ahre (a discourse marker widely used in the students' speech).
Abstract: espanolEl presente articulo busca describir y analizar, desde un enfoque multimodal (Kress y van Leeuwen, 2001; Kress, 2005, 2009; Jewitt, 2009), las relaciones entre los marcadores del discurso (Martin Zorraquino y Portoles, 1999) y los memes (Knobel y Lankshear, 2005; Varis y Blommaert, 2015), a partir de una seleccion de memes que fueron compartidos en dos grupos de Whatsapp de estudiantes de dos escuelas secundarias de Buenos Aires. Para ilustrar esta relacion, nos detendremos en el marcador ahre, marcador de gran frecuencia de uso en el habla de los estudiantes, con el fin de, en primer lugar, describir las funciones comunicativas que mantiene en los memes, y, en segundo lugar, indagar en que medida este marcador desempena solo una funcion discursiva verbal dentro del meme, o si se configura de manera autonoma como marcador-meme. Esta categoria novedosa y aporte de esta investigacion nos permitira evidenciar como un marcador oral puede constituirse en meme y, simultaneamente, como un meme puede funcionar como marcador en los intercambios en linea. Por ultimo, discutiremos los resultados en torno al modal ontinuum (Tannen, 1982), y como los marcadores conversacionales en generos digitales se inscriben como un recurso dentro del repertorio linguistico de los estudiantes. EnglishThis article aims to describe and analyze -from a multimodal approach (Kress and van Leeuwen, 2001; Kress, 2005, 2009; Jewitt, 2009) – the relationships between discourse markers (Martin Zorraquino and Portoles, 1999) and memes (Knobel and Lankshear, 2005; Varis and Blommaert, 2015). The corpus is composed of a selection of memes that were shared in two Whatsapp groups of students from two secondary schools in Buenos Aires. In order to illustrate this relationship, the focus is ahre, a discourse marker that is widely used in the students’ speech. The purpose is, on the one hand, to describe the communicative functions that ahre presents in memes; on the other hand, to investigate to what extent this marker plays only a verbal discursive function within the meme or, on the contrary, it is configured autonomously as a marker-meme. This novel category constitutes a contribution of the present research since it permits to show how an oral marker can become a meme and, simultaneously, how a meme can function as a marker in online exchanges. The final discussion focuses on the results about the modal continuum(Tannen, 1982) and about the digital conversational markers as a resource of the students’ linguistic repertoire.
1 citations
TL;DR: In this paper , the authors focus on students' meaning-making when working with mathematics textbooks from a multimodal approach that encompasses all resources for communication, which is an under researched area.
Abstract: ABSTRACT This article focuses on students' meaning-making when working with mathematics textbooks from a multimodal approach that encompasses all resources for communication, which is an under researched area. Central to this study are the designed meanings of the textbooks and the affordances discovered by students when working with the textbooks. Video transcripts from 18 Year 1 (ages 7–8) students working with seven textbook pages were analysed. The results show that the designs of exercises are complex, that the students use different approaches when working with the textbook – from one exercise to another as well as within the same exercise – and that they sometimes discover content other than what the textbook was designed to offer. Conclusions drawn from this are that textbooks can be improved as learning tools – multimodal aspects of this are highlighted – and that more awareness of multimodality in mathematics teaching could support students' mathematical learning.
1 citations