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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 2019
TL;DR: In this article, an approach to teaching English language arts (ELA) to English language learners through a multimodal literacies framework with an emphasis on multimodality is discussed.
Abstract: This chapter discusses an approach to teaching English language arts (ELA) to English language learners through a multimodal literacies framework with an emphasis on multimodality. We focus specifically on four components of multiliteracies, and how the focal ELA teacher uses these to guide her instruction. We discuss the specific ways in which an ELA high school teacher implemented these components in her 9th-grade classroom through a multimodal project focused on the Holocaust. We conclude with implications for practicing and pre-service teachers and educational researchers.
TL;DR: The authors analyzed 75 interviews with children about their digital video making and found that children's ideas ran counter to formal semiotic grammars and metalanguages of design, and argued for the need to advance age-centric social semiotic theories that center children's voices, purposes, and capacity to generate theory.
Abstract: The theorization of multimodality in academic scholarship is disconnected from how it is conceptualized by children. To bridge this gap, we analyzed 75 interviews with children about their digital video making. Analysis of their responses demonstrates children's socially-embedded, age-specific understandings of how modes operate, as well as when and why to employ them. In many cases, children's ideas ran counter to formal semiotic grammars and metalanguages of design. Bridging Systemic Functional Linguistics and social semiotics approaches with work in transliteracies, we argue for the need to advance age-centric social semiotic theories that center children's voices, purposes, and capacity to generate theory.
TL;DR: This article highlight critical qualitative studies that articu-late the multiple spaces and multiliterate processes through which Black and Latinx young people author their future selves from a place of critical awareness, strength, power, and activism.
Abstract: As guest co-editors of this special issue of the International Journal of Qualitative Studies in Education , we present critical multimodal scholarship that disrupts and dismantles dominant narratives that narrowly circumscribe the futures of Black and Latinx young people. Specifically, we seek to achieve two interrelated goals. First, we highlight critical qualitative studies that articu-late the multiple spaces and multiliterate processes through which Black and Brown young people author their future selves from a place of critical awareness, strength, power, and activism. Second, we feature critical multimodal research that employs varying qualitative designs and methods, including case study, ethnographic research, and poetic inquiry, to center how Black and Brown young people call out and contest deficit narratives about who they are as critical literate beings in their communities, and importantly, how they reclaim their futures with possibilities.
30 Jun 2021
TL;DR: In this article, the authors investigate two chains of semiosis created by schooling actors and explore meaning movements in these chains with their respective ensembles, stopping at the transmodal moments to describe their affordances.
Abstract: This article investigates two chains of semiosis created by schooling actors. The aim is to explore meaning movements in these chains with their respective ensembles, stopping at the transmodal moments to describe their affordances. The corpus is composed of multimodal texts that were produced during participatory action research. The findings show that semiotic ensembles are related to daily dilemmas in school that are resemiotized as scientific arguments through writing. In the first, professionals reveal the effects of neoliberalism in education; in the second, they show their dissatisfaction with the educational system .