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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 2015
TL;DR: For instance, Hernandez de Elche et al. as mentioned in this paper conducted an asignatura de Hipertextualidad, impartida en el master de Nuevas Tendencias de la Universidad Miguel Hernandez, with the goal of enseñar al alumnado a leer textos multimodales.
Abstract: Las sociedades actuales poseen un caracter eminentemente multimodal, ya que continuamente estan lanzando
mensajes compuestos por mas de un modo de comunicacion (texto escrito, imagen, musica, etc.). De este modo,
los textos multimodales se han de llevar a las aulas por dos motivos. Por un lado, se hace necesario ensenar al
alumnado a saber leerlos e interpretarlos. Por otro, es posible incorporar elementos multimodales en el
aprendizaje (presentacion de power point o prezi, video, etc.) para que este sea mas completo y permita
desarrollar a los/as estudiantes distintas capacidades.
La asignatura de Hipertextualidad, impartida en el master de Nuevas Tendencias de la Universidad Miguel
Hernandez de Elche, tiene como objetivo, precisamente, ensenar al alumnado a leer textos multimodales. Asi,
para conocer como valoran este aprendizaje se les paso una encuesta a los/as alumnos/as matriculados en el
curso 2013/2014. Los resultados de esta muestran que el alumnado valora positivamente el uso de herramientas
multimodales en las clases. Igualmente, considera que aprender a leer textos multimodales les permite generar
una mayor capacidad critica y descubrir los mensajes que las imagenes ocultan.
1 citations
TL;DR: The authors examined how ELF learners employ semiotic resources, including head movements, gestures, facial expression, body posture, and spatial juxtaposition, to negotiate for meaning in an immersive virtual reality (VR) environment.
Abstract: This study examines how English-as-lingua-franca (ELF) learners employ semiotic resources, including head movements, gestures, facial expression, body posture, and spatial juxtaposition, to negotiate for meaning in an immersive virtual reality (VR) environment. Ten ELF learners participated in a Taiwan-Spain VR virtual exchange project and completed two VR tasks on an immersive VR platform. Multiple datasets, including the recordings of VR sessions, pre- and post-task questionnaires, observation notes, and stimulated recall interviews, were analyzed quantitatively and qualitatively with triangulation. Built upon multimodal interaction analysis (Norris, 2004) and Varonis and Gass’ (1985a) negotiation of meaning model, the findings indicate that ELF learners utilized different embodied semiotic resources in constructing and negotiating meaning at all primes to achieve effective communication in an immersive VR space. The avatar-mediated representations and semiotic modalities were shown to facilitate indication, comprehension, and explanation to signal and resolve non-understanding instances. The findings show that with space proxemics and object handling as the two distinct features of VR-supported environments, VR platforms transform learners’ social interaction from plane to three-dimensional communication, and from verbal to embodied, which promotes embodied learning. VR thus serves as a powerful immersive interactive environment for ELF learners from distant locations to be engaged in situated languacultural practices that goes beyond physical space. Pedagogical implications are discussed .
1 citations
TL;DR: In this article , the authors investigated genre-based multimodal text analysis in fostering the students' communicative competence (MCC) through the activities of Genre-Based Multimodal Text Analysis (hereafter, GBMTA), and found that the students could: (1) build their knowledge on multimodality, (2) engage with theoretical and practical learning activities, (3) assign analytical and reflective task-based learning activities.
Abstract: The multiplicity of semiotic resources employed in communication, the rapid advancement of information, communication, and technology (ICT), and burgeoning interdisciplinary research into multimodality have led to a paradigmatic shift from a mono-modal to the multimodal perspective of communication. Conversely, actualising multimodal concepts in teaching and learning practises remains underexplored, notably in developing the students’ multimodal communicative competence (MCC). For this reason, this study endeavoured to probe genre-based multimodal text analysis in fostering the students’ MCC. Grounded on Action Research (AR), the present study facilitated students to cultivate their MCC through the activities of Genre-based multimodal text analysis (hereafter, GBMTA). Practically speaking, students performed the analysing practises in the course at an English Education Department of a state university in Tasikmalaya, West Java, Indonesia, namely Grammar in Multimodal Discourse (GiMD. Four Indonesian EFL students were recruited as the participants. The data were collected through semi-structured interviews and analysed with thematic analysis. The findings showed that the students could: (1) build their knowledge on multimodality, (2) engage with theoretical and practical learning activities, (3) assign analytical and reflective task-based learning activities, and (4) provide constructive feedback about their learning performances, and (5) raise awareness of the contributions of multimodality to prospective English teachers’ competences. The main implication of this study is the promotion of increased awareness of deploying multimodal aspects to English language teaching, learning, and investigative practises to attain optimum MCC.
1 citations
01 Jan 2018
TL;DR: In this article, the authors sketch recent research on the mediality and materiality of school textbooks and suggest that textbooks can be seen as material elements within larger assemblages, drawing on cultural studies, media theory and socio-material analysis.
Abstract: This chapter sketches recent research on the mediality and materiality of school textbooks. Drawing on cultural studies, media theory and socio-material analysis, it suggests that textbooks can be seen as material elements within larger assemblages. An increasing interest in the ‘mediality’ of textbooks refers to a shift in focus from the content and information presented in media such as textbooks to the ‘how’ of their mediation, that is, to the ways in which words, images and materiality are choreographed into ways of engaging with these media. The chapter describes three methodological and theoretical approaches to mediality: (1) the linguistic dimension, (2) the multimodal dimension, and (3) the material dimension. It also points to areas for further research, focusing on interdisciplinary dialogue, non-coherence and digital (im)materiality.
1 citations
TL;DR: A state-of-the-art survey of models, approaches, and applications in the field of digital discourse can be found in this article, along with a review of the achievements and limitations of this volume.
Abstract: Digital technologies have greatly expanded the ways in which people communicate, form social relationships, and engage in discourse practices. The past three decades have seen an increasing interest in digital discourse, and various attempts have been made to take account of new developments. This timely volume provides a state-of-the-art survey of the proliferation of models, approaches, and applications in the field and explores future directions. In the following, I will first introduce the major content of each chapter and then critically review the achievements and limitations of this volume.
1 citations
Cites background from "The Routledge handbook of multimoda..."
...One of the challenges facing the multimodality in digital discourse is that the description of nonverbal semiotics is more often separated from social cultural context at the macro level (Jewitt, 2009)....
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