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
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24 Jan 2014
TL;DR: The paper concludes by presenting an alternative model through which to understand the semiotic role of the hands in scientific inquiry, one in which different hand actions do not follow a simple developmental sequence, but instead fulfil different functions across the inquiry process.
Abstract: This paper takes a multimodal approach to analysing embodied interaction and discourses of scientific investigation using an interactive tangible tabletop. It argues that embodied forms of interaction are central to science inquiry. More specifically, the paper examines the role of hand actions in the development of descriptions and explanations of scientific phenomena in tangible digital learning environments. It reports an observational study of primary school students aged 10–11 years conducting scientific investigations via an interactive tangible tabletop. Through the systematic tracking and analysis of hand action in line with phases of scientific inquiry the paper maps, critiques and extends previous research, notably Roth’s concept of a ‘developmental trajectory’, to develop a ‘taxonomy’ of hand actions for scientific inquiry in tangible digital learning environments. The paper concludes by presenting an alternative model through which to understand the semiotic role of the hands in scientific inq...
22 citations
22 Jan 2020
TL;DR: In this paper, the authors present an introduction to the theory of early childhood music education and discuss the structure of the thesis and its structure in terms of music education, music pedagogy, and teaching self.
Abstract: i TABLE OF CONTENTS iii TABLE OF TABLES xi TABLE OF FIGURES xii ACKNOWLEDGEMENTS xiii ABBREVIATIONS xv CHAPTER 1: INTRODUCTION TO THE THESIS 1 1.1 Overview 1 1.2 Research dilemma 2 1.3 Personal background to the investigation 5 1.3.1 My improvising self 5 1.3.2 My teaching self 7 1.3.3 My research self 8 1.4 Scottish educational context 10 1.4.1 Curriculum for Excellence 10 1.4.2 Music curriculum for Early Years 11 1.5 Defining terms and my position 14 1.5.1 Music education and music pedagogy 14 1.5.2 Improvisation lessons or workshops? 15 1.6 Structure of thesis 16 CHAPTER 2: LITERATURE REVIEW 19 2.
22 citations
Cites background from "The Routledge handbook of multimoda..."
...An important reason for a fixed position is to ensure consistency in both gathering and analysing the data (Jewitt, 2014)....
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25 Feb 2020
TL;DR: This article investigated the use of multimodal pedagogies in an English language intensive course for international students (ELICOS) in an Australian university and found that traditional linguistic approaches to the teaching of writing do not enhance students' meaning-making potential or their overall writing experience.
Abstract: This action research study critically investigated the introduction of multimodal pedagogies into an English language intensive course for international students (ELICOS) in an Australian university. The analysis reveals the dominance of traditional linguistic approaches to the teaching of writing, which do not enhance students’ meaning-making potential or their overall writing experience. The study calls for a re-examination of current monomodal practices in ELICOS. In particular, it advocates for the implementation of multimodal pedagogies in writing classes that more appropriately recognise the funds of knowledge international students bring to their writing and better address their linguistic, cultural and social needs.
22 citations
TL;DR: In this article, the authors present how a teacher and a researcher teach Grade 11 students through a design-based approach to teaching and learning in English class in an urban secondary school in Toronto.
Abstract: Based on a 2-year ethnographic study in an urban secondary school in Toronto, the article presents how a teacher and a researcher teach Grade 11 students through a design-based approach to teaching and learning in English class. Built on research and pedagogy on design, the authors designed a programme of study as an alternative to more traditional approaches to writing. After framing five core principles of design, students completed a series of writing assignment that focused on particular modes such as sound, visuals and materials. Focusing on specific modes for each lesson, students considered design concepts and design epistemologies to complete assignments about texts covered as a part of their programme of study. The authors conclude the article by summarizing the theoretical and methodological orientations that were developed while adopting design principles and the pitfalls of taking such an approach.
22 citations
Cites background from "The Routledge handbook of multimoda..."
...Built on voluminous research arguing for a rethinking of literacy and English teaching in multimodal times (Alvermann, 2006; Cope & Kalantzis, 2000; Jewitt, 2009; Kress, 1997, 2003; Kress et al., 2005; Lancaster, 2001; Stein, 2007; Walsh, 2003), we present a 2-year study of design epistemologies as…...
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...…to complex and dynamic forms of meaning with modes in varied sites, researchers have continued to investigate how modes shift repertoires of practice and ways of thinking about texts (Burn & Parker, 2003; Jewitt, 2009; Kress et al., 2005; Siegel, 2006; Vasudevan, Schultz, & Bateman, 2010)....
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Dissertation•
01 Nov 2014
TL;DR: It is argued that connectivity of the Internet and deployment of digital media in classrooms contribute to emergent sociomaterial assemblages, or ‘actor-networks’, exploration and elucidation of which are key to understanding the literacy practices which instantiate them.
Abstract: This PhD research explores assignment writing tasks in three separate Further Education classroom contexts. I approach the assignments as practical controversies as learners navigate their way through a course of study. Specifically, I attend to the ecology of digital literacy practices which emerge through the completion of the assignments by problematising the impact of cyberspace on classroom activities, as the learners undertake their work assisted by whatever digital media are to hand. I argue that connectivity of the Internet and deployment of digital media in classrooms contribute to emergent sociomaterial assemblages, or ‘actor-networks’, exploration and elucidation of which are key to understanding the literacy practices which instantiate them. This research addresses what these new sociomaterial assemblages look like, and the types of digital literacy practices arising from them.
Drawing on recent work in Literacy Studies and actor-network theory, I uncover the complex and close relationship between the personal/informal literacy practices of learners and the digital demands imposed by normative classroom culture and policies. More broadly, I show that an assignment is an ‘assemblage’ which is tied together by political and managerial decisions, economic imperatives, teachers’ aims and practices, learner habits of use, material artefacts and their properties, etc. All of these agencies shape a certain choreography of digital literacy practices arising during classroom tasks; practices which can instantiate a tension between a normative classroom dramaturgy and a more anarchic learner bricolage.
Findings of this research will inform policies on digital learning and benefit educational practice through in depth accounts of the digital habits and practices of learners’ life worlds, and how they align with classroom assignment tasks. By understanding learner practices it is possible to better understand digital innovations in education, the extent to which learners embrace or avoid imposed technologies, and how such practices re-shape assignments as evolving pedagogic forms.
21 citations