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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01 Aug 2019TL;DR: Enriching Arts Education through Aesthetics examines the use of aesthetic theory as the foundation to design and implement arts activities suitable for integration in school curricula in pre-school and primary school education.
Abstract: Enriching Arts Education through Aesthetics examines the use of aesthetic theory as the foundation to design and implement arts activities suitable for integration in school curricula in pre-school and primary school education. This book suggests teaching practices based on the connection between aesthetics and arts education and shows that this kind of integration promotes enriched learning experiences.
The book explores how the core ideas of four main aesthetic approaches – the representationalist, the expressionist, the formalist, and the postmodernist – translate into respective ways of designing and implementing experiential aesthetics-based activities. Containing relevant examples of interventions used in classes, it analyzes the ways in which the combination of different aesthetic approaches can support varied, multifaceted, multimodal and balanced teaching situations in school.
This innovative book will appeal to academics, researchers, professionals and students in the fields of arts education, early childhood and primary education and curriculum studies.
23 citations
TL;DR: The findings revealed that the most common type of content in both essays and videos was supportive argumentation; however, the videos did not include any counter-argumentation.
Abstract: This comparative study examined how university students built an argument in written essays and multimodal digital videos, and how their argumentation transmediated across these two mediums. Data analysis involved 1) analysis of content in both written essays and digital videos; 2) the development of transmediation visualizations to elucidate how ideas were transformed from essays into videos; and 3) multimodal analysis to understand the communicative affordances and constrains for argumentation with each medium. The findings revealed that the most common type of content in both essays and videos was supportive argumentation; however, the videos did not include any counter-argumentation. Students transformed different amounts of ideas in different ways when transmediating their argumentation from essays into videos. Both assignments offered unique affordances for building an argument based on their modes of communication. Ideas were transmediated in a variety of ways across essays and multimodal videos.Counter-argumentation seemed to be easier to embed into the essays than into the videos.Essays offer stable communication where arguments can be logically organized.Videos offer flexibility in mediating argumentation through multiple modes.Combining two communicative genres in teaching seems to deepen students' learning.
23 citations
Dissertation•
01 Jan 2017
TL;DR: In this paper, the authors present a Table of Table of the Table of contents of the table. [2] and [3], Table 1]... ].
Abstract: ....................................................................................................................................................... iii Table of
23 citations
Cites background from "The Routledge handbook of multimoda..."
...While the signficance of language and sound as communicative modes is conventionally understood (Jewitt, 2009), Kress argues the utility of moving away from abstractions such as language and sound towards the ‘specificity’ of material in social use (2009, p....
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...In semiotic theory, the sign is a conjunction (Jewitt, 2009) of a signifier (a resource) and signified (a meaning)....
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...While the signficance of language and sound as communicative modes is conventionally understood (Jewitt, 2009), Kress argues the utility of moving away from abstractions such as language and sound towards the ‘specificity’ of material in social use (2009, p. 57)....
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...…sound is marginalised in multimodality research investigating the communicative territory relevant to contemporary English and literacy education (Noad, 2007), where the focus thusfar has been on wordings and image, and on ideational meanings rather than interpersonal meanings (Jewitt, 2009)....
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...Commensurate social semiotic description of how modal resources are selected and arranged for the production of text meanings (Bezemer & Kress, 2008) reveal the interweaving of meanings made by intermodal ‘interaction’ is itself part of the production of meaning (Jewitt, 2009, p. 15)....
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TL;DR: In this paper, a case study found that three main themes appeared regarding the nature of literacy practices on Instagram: community and interactivity were important to poets, especially in regard to feedback, the platform and complementary apps, especially those used for photo editing, afforded poets agency and fostered multimodality when composing, thus highlighting the changing nature of digitised writing practices.
Abstract: Adolescents are more connected to the globalised world than ever before, with an increased prevalence of social media use amongst youth. Young people are composing multimodal creative works, including digital poetry, to share with an online audience, using platforms such as Instagram. Drawing on transliteracies theory, this case study found that three main themes appeared regarding the nature of literacy practices on Instagram. Community and interactivity were important to poets, especially in regard to feedback. The platform and complementary apps, especially those used for photo editing, afforded poets agency and fostered multimodality when composing, thus highlighting the changing nature of digitised writing practices. Value was placed on the mobility and accessibility of Instagram as a mobile app, for composing and consuming digital poetry. Young people may therefore be considered innovators of multimodal writing who employ ever-evolving technologies to engage in authentic literacy practices in digital spaces. As a result, this study suggests that the implications of Instapoetry on English pedagogy include the increased exposure and relevance of poetry writing and appreciation, a space for student-centred writing, reading, and analysis of poems, as well as a relevant method of peer review and collaboration.
23 citations
Cites background or methods from "The Routledge handbook of multimoda..."
...…of transliteracies informed the determined impact of Instapoetry methods on digital literacy, by considering patterns in the ways participants reflected on their poetry and themselves as poets (Leander & Vasudevan, 2009; Leppänen et al., 2009; Squire & Dikkers, 2012; Stornaiuolo et al., 2017)....
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...…as having four key qualities: digital tools, multimodal representation, a global audience and dynamic movement across physical and virtual contexts, all facilitated by technological advancement (Leander & Vasudevan, 2009; Leppänen et al., 2009; Squire & Dikkers, 2012; Stornaiuolo et al., 2017)....
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TL;DR: The desire to reconstruct traditional heteronormative gender roles in these contexts is striking as mentioned in this paper, and informants of the qualitative, ethnographic study presented here display high degrees of reflexive consciousness regarding the constructed nature of their gendered performance.
Abstract: Salsa dance and music has become popular worldwide and Salsa communities outside of Latin America offer a fertile environment for studying gender and heteronormativity in cultural contact zones. Often, the desire to reconstruct ‘traditional’ heteronormative gender roles in these contexts is striking. Interestingly, informants of the qualitative, ethnographic study presented here display high degrees of reflexive consciousness regarding the constructed nature of their gendered performance. This article also discusses and analyses non-heteronormative performances that do not adhere to ‘traditional’ gender roles, which may be understood as queer performances. These are found frequently; however, an analysis of discursive data that relates to these performances makes their subversive potential debatable.
23 citations
Cites background from "The Routledge handbook of multimoda..."
...In this sense, the approach can also be understood as a ‘multi-modal discourse analysis’ (see e.g. Jewitt, 2011: Chapter 1)....
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