scispace - formally typeset
Search or ask a question
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
Journal ArticleDOI
TL;DR: In this article, the authors report communicative interactions with a focus on the body as a dimension of the semiotic repertoire of a Chinese butcher negotiating a faux haggling interaction with East European customers.
Abstract: This article reports communicative interactions with a focus on the body as a dimension of the semiotic repertoire. The research context is a four-year, multi-site linguistic ethnography which investigates how people communicate in superdiverse cities in the UK. In the setting of a butcher’s stall in a city market we consider three interactions at a particular market stall between butchers and their customers. In the first, gesture is deployed as a resource by both an English butcher’s assistant and his customer. In the second, we examine the body as a resource in the semiotic repertoire of a Chinese butcher as he negotiates a faux haggling interaction with East European customers. In the third example, also recorded as field notes, a Chinese woman employs a ‘Chinese’ gesture to represent the number of pieces of offal she wishes to purchase from an English butcher’s assistant. Each of the examples was recorded during an extended period of ethnographic field work in Birmingham Bull Ring market. Thr...

110 citations


Cites background from "The Routledge handbook of multimoda..."

  • ...It is for this reason that the customer and the trader are pressed into the creative deployment of ‘a continuum of iconic and metaphoric gestures’ (Jaworski & Thurlow, 2009, p. 254)....

    [...]

Book ChapterDOI
01 Jan 2012
TL;DR: In this paper, the authors describe a process of tracing learning and identity across sites: tensions, connections and transformations in and between everyday and institutional practices, and the construction of parents as learners about pre-school children's development.
Abstract: Introduction: why learning lives? Julian Sefton-Green and Ola Erstad Part I. Changing Approaches to Studying Learning: Identity, Policy and Social Change: 2. Tracing learning and identity across sites: tensions, connections and transformations in and between everyday and institutional practices Hans Christian Arnseth and Kenneth Silseth 3. Procedural methodologies and digital forms of learning Kirsten Drotner 4. Thinking about feeling: affect across literacies and lives Jay Lemke 5. Learning lives in second modernity Lynne Chisholm 6. Digital dis-connect? The 'digital learner' and the school Ola Erstad and Julian Sefton-Green Part II. From Learning to Learners: Learning Lives as They are Lived: 7. Expanding the chronotypes of schooling for the promotion of students' agency Antti Rajala, Jaakko Hilppo, Lasse Lipponen and Kristiina Kumpulainen 8. Discursive construction of learning lives for individuals and the collective Judith Green, Audra Skukauskaite and Maria Lucia Castanheira 9. Social entrepreneurship: learning environments with exchange value Shirley Brice Heath 10. The construction of parents as learners about pre-school children's development Helen Nixon 11. Participant categorizations of gaming competence: Noob and Imba as learner identities Bjorn Sjoblom and Karin Aronsson 12. Making a film-maker: four pathways across school, peer culture, and community Oystein Gilje 13. Portrait of the artist as a younger adult: multimedia literacy and 'effective surprise' Mark Evan Nelson, Glynda A. Hull and Randy Young.

109 citations

Journal ArticleDOI
TL;DR: This paper examined a specific case in which English language learners (ELLs) made short videos about sustainability and social justice, to determine the diverse literacy practices such activities entailed, and they found that children produced storyboards and scripts, and videos with titles, and engaged in several other literacy activities, discussing what "made sense" in sequencing in a documentary story, what sustainability, social justice meant, how to report on information they had gathered, and so on.
Abstract: Many observers have argued that minority language speakers often have difficulty with school-based literacy and that the poorer school achievement of such learners occurs at least partly as a result of these difficulties. At the same time, many have argued for a recognition of the multiple literacies required for citizens in a 21st century world. In this study the researchers examined a specific case in which English language learners (ELLs) made short videos about sustainability and social justice, to determine the diverse literacy practices such activities entailed. The researchers found that children produced storyboards and scripts, and videos with titles, and engaged in several other literacy activities, discussing what “made sense” in sequencing in a documentary story, what sustainability and social justice meant, how to report on information they had gathered, and so on. They also examined how new materiality theories might assist us in analyzing how ELLs engage in digital literacy activities. These theories encourage us to think about how human beings interact with other kinds of materials to accomplish perhaps novel tasks. With respect to language learning, such a view might challenge our conceptions of language and literacy learning. For new materiality theorists, language and literacy cannot be an “out-there” kind of “thing” that learners put “inside” themselves. Rather, languages and literacies and people and their activities and other materials accompany one another, and are entangled in sociomaterial assemblages that rub up against one another in complex and as yet unpredictable ways.

102 citations


Cites background from "The Routledge handbook of multimoda..."

  • ...Carey Jewitt (2011) opened a handbook on multimodal analysis by defining multimodality as follows: Multimodality describes approaches that understand communication and representation to be more than about language, and which attend to the full range of communicational forms people use—image,…...

    [...]

Journal ArticleDOI
TL;DR: The researcher reports how two English language learners approach multimodal digital story composing, construct hybrid texts to deliver their messages, and assign meanings to the semiotic resources used in their digital story through Gunther Kress’ (2003) notion of design.

99 citations


Cites background from "The Routledge handbook of multimoda..."

  • ...In current research, three common theoretical frameworks have been suggested and applied to examine multimodal practices (for a summary, see Jewitt, 2009a)....

    [...]

  • ...These multimodal forms or modes include more than language; mages, animations, music, gestures, speech, writing, to name a few, are all considered as the modes of the multi- odality that learners/designers can employ for their design (Jewitt, 2009b; Kress, 2010; Kress & Jewitt, 2003)....

    [...]

Journal ArticleDOI
TL;DR: The authors examine the affordances of polylingual and polycultural learning ecologies in expanding the linguistic repertoires of children, particularly young Dual Language Learners, in contrast to settings that promote the development of English and academic language at the expense of maintaining and developing home language, arguing that the social organization of learning should privilege participation in dynamic, hybrid literacy practices.
Abstract: In this article, we examine the affordances of polylingual and polycultural learning ecologies in expanding the linguistic repertoires of children, particularly young Dual Language Learners. In contrast to settings that promote the development of English and academic language at the expense of maintaining and developing home language, we argue that the social organization of learning should privilege participation in dynamic, hybrid literacy practices. Children are often more likely to experiment with English and academic genres, while also taking on powerful identities as learners and language users, when formal and informal modes of communication are leveraged, multimodality and language-crossing encouraged and the use of both home and academic vernaculars promoted within a context that values social relationships and the playful imagination. We argue that children’s literacy practices develop in particular social and ‘located’ relationships, and we examine one such after-school setting designed with th...

97 citations