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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TL;DR: An observation study of families and children interacting with a whole-body interface (using Kinect) in the context of an installation in a museum exhibit on rare Chinese paintings shows how the installation design engenders particular forms of bodily interaction, collaboration and meaning making.
24 citations
Cites background from "The Routledge handbook of multimoda..."
...This approach is concerned with understanding how people communicate and represent meaning and provides the conceptual tools to analyse situated interaction with a focus on how modal resources are differently taken up and configured through interaction (Jewitt, 2014)....
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Dissertation•
20 Dec 2017
TL;DR: In this article, a group of 15 etudiants de Licence Education and Motricite en STAPS (STAPS) en Education Physique, Physique and Sportive (EPS) were investigated.
Abstract: Cette these s’inscrit dans le programme de recherche empirique et technologique du «cours d’action » (Theureau, 1992) en anthropologie cognitive. Elle etudie la conception, l’usage et les effets d’un dispositif collectif de video-formation, destine a des etudiants de Licence STAPS pour developper leur capacite a analyser et comprendre des situations de classe en Education physique et sportive (EPS), a l’echelle de la lecon. Deux visees sont poursuivies : a) une visee epistemique cherchant a mieux comprendre les formes d’activite et d’experience deployees par les etudiants en situation de video-formation et b) une visee de conception technologique du dispositif de video-formation oriente « activite » et repondant a une demarche de conception continuee dans l’usage. L’etude a ete realisee avec un groupe d’etudiants (n=15) inscrits dans une UE de preprofessionnalisation en 3eme annee de Licence Education et Motricite en STAPS. Cinq types de donnees ont ete recueillies durant le dispositif alternant des periodes de stages et de TD a l’Universite : (i) des donnees d’enregistrement video de l’activite en classe des etudiants durant le stage et aussi en formation, (ii) des traces ecrites produites par les etudiants en stage et en formation (journaux de bord), (iii) des donnees d’entretien d’autoconfrontation sur leur activite en classe et (iv) sur leurs traces ecrites, et (v) des donnees quantitatives et qualitatives issues de questionnaires. Les resultats revelent (i) une appropriation par les etudiants d’une grille leur permettant d’analyser une lecon d’EPS et d’en discretiser les moments-cles, (ii) une experience vecue en video-formation qui traduit une inclination reflexive sur les moments de face a face pedagogique dans la lecon d’EPS, (iii) quatre formes typiques d’analyse des videos de classe (decrire, juger, interpreter, se projeter), temoignant d’une activite d’observation centree sur l’enseignant en classe comme manager, et d’une cecite aux apprentissages moteurs des eleves ; (iv) le role des pairs comme accelerateur de la capacite a analyser les pratiques de classe. Ces resultats relatifs a l’activite des etudiants en formation ont permis d’envisager conjointement la conception de differentes phases du dispositif, finalisee par une premiere plateforme de formation en ligne « Former a l’intervention en EPS » (Roche & Gal-Petitfaux, 2014a), puis une seconde « Observation et Regul@ction en EPS » (Roche & Gal-Petitfaux, 2016)
24 citations
Cites background from "The Routledge handbook of multimoda..."
...Un « mode » est entendu, selon Kress (2009), comme une ressource façonnée socialement et culturellement (gestes, images, vidéos,…) pour faciliter la construction d’une signification particulière....
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...Par « mode », Kress (2009) entend une ressource socialement et culturellement partagée pour susciter la construction de significations....
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...…ressources numériques, qui permettront de : a) répondre à divers besoins des formés, b) proposer des facilités d’accès (Karsenti & Collin, 2011) et d’usage (copie, visionnement répété, stockage en ligne,…) et c) construire une même signification en recourant à différents « modes » (Kress, 2009)....
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TL;DR: Teachers’ design of VLE learning activities as end user development is approached, showing that some teachers design very specific learning activities using the VLE - not by using the dedicated VLE tool, but by reinterpreting more generic tools.
Abstract: In research on Virtual Learning Environments (VLEs), it has been shown that teachers often do not explore VLEs to their full potential and only adopt a limited set of the available tools. In this article, we approach teachers’ design of VLE learning activities as end user development. We describe a study of Toledo, a virtual learning environment used across several higher education institutions in Belgium. Using a combination of a semiotic, multimodal analysis and an in-depth user study with 24 respondents, we provide a detailed account of how teachers appropriate the learning environment to suit their needs. Combining the insights from the semiotic investigation and the user research, we analyze how user appropriations can be explained as practices emerging from both how the platform communicates, and contextual factors. The study showed that some teachers design very specific learning activities using the VLE - not by using the dedicated VLE tool, but by reinterpreting more generic tools. These appropriation tactics concentrate platform use in a limited number of tools, even when teachers do use more complex learning activities. These results have implications for the design of VLEs: rather than offering a wide range of tools targeted at specific learning activities, VLEs could concentrate on providing basic communication tools that are open for appropriation.
24 citations
Cites background from "The Routledge handbook of multimoda..."
...An analysis of different modes emphasizes that each mode has different affordances: characteristics that make them suitable for communicating specific information (Jewitt, 2010)....
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TL;DR: This study uses content analysis to explore the use of photos in solutions-oriented news stories, specifically to see whether the photos published alongside solutions-based news stories also represent solutions or whether they portray an incongruent message.
Abstract: This study adds visual analysis to the body of work on solutions journalism. Guided by visual theory focusing on the dominating nature of messages included in visual content versus text, we use con...
24 citations
TL;DR: The findings indicate that feedback from the software in the filmmaking process becomes a resource in the semiotic work of rethinking the visuals and soundtrack in the editing practices.
Abstract: This article analyses how novice users explore the interface of sophisticated editing software ( Final Cut Express) when working with filters and special effects. Inspired by a multimodal and phenomenological perspective, the author seeks to elaborate a sociocultural approach in order to scrutinize these editing practices by using mediated action as a unit of analysis. The aim of the article is to understand how the editing software and its users work in tandem during the editing practice. The findings indicate that feedback from the software in the filmmaking process becomes a resource in the semiotic work of rethinking the visuals and soundtrack in the editing practices. As a result, the novice students could address more precisely how they wanted to communicate a specific scene visually and aurally.
24 citations