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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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24 Feb 2017
TL;DR: Se discuten las implicaciones de esta transicion entre concebir la lectura como actividad individual, univoca and basada en el texto a una concepcion plural como practica de literacidad.
Abstract: En el contexto de lo que se ha denominado como un nuevo paisaje sociosemioti-co en las comunicaciones, este articulo explora la forma como la lectura de textos multimodales requiere de cambios en las practicas de literacidad y reflexiona sobre el impacto de estos cambios en la lectura en segunda lengua. Resenamos la literatura que ha incorporado los textos multimodales en las discusiones de la lectura en segunda lengua y la evaluamos a la luz de las practicas que los lectores de una segunda lengua utilizan en los procesos de comprension lectora. Se discuten las implicaciones de esta transicion entre concebir la lectura como actividad individual, univoca y basada en el texto a una concepcion plural como practica de literacidad. Finalizamos con reflexiones y conclusiones derivadas de esta evaluacion critica.
19 citations
Cites background from "The Routledge handbook of multimoda..."
...For multimodality, she quotes Jewitt (2009), who describes it as “concerned with signs and starts from the position that like speech and writing, all modes consist of sets of semiotic resources that people draw on and configure in specific moments” (p. 159)....
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TL;DR: A survey of body studies in mathematics education can be found in this article, where the authors argue that different approaches need to be in conversation with each other, to think across research contexts, problems and communities, so that new forms of inquiry and new insights can emerge.
Abstract: This paper offers a survey of body studies in mathematics education. Building on earlier insights about the ‘embodied mind’, which focused primarily on individual, intact bodies, we focus on recent work that elaborates bodies as distributed and extended and fully implicated in socio-material ecologies of learning. The aim of this article is to map current trends in this domain, and to articulate some of the current challenges. Because bodies matter differently depending on the research perspective, and because they are studied at multiple scales of mattering (neurological, sensory-gestural, affective, social, institutional, national, etc.), there tends to be disparate insights across the field with little to no cross-fertilization. This paper aims to open up conversations across different theoretical approaches—and scales of mattering—so as to create a more expansive and inclusive agenda for body studies in the field of mathematics education. We have chosen to organise our survey around five themes that seem dominant in the literature, where key theoretical and methodological trends can be discerned. These are: (1) groups, systems, ecologies (2) affect, movement, sensation, (3) language-use and gesture, (4) dis/ability and power, (5) technology, technicity, and tools. We argue that these different approaches need to be in conversation with each other, to think across research contexts, problems and communities, so that new forms of inquiry and new insights can emerge.
19 citations
TL;DR: In this article, a combination of both qualitative and multivariate statistical techniques was applied to distinguish four cartoon subgenres based mostly on thematic and pragmatic features: Daily political, Timeless political, Daily media, arts and sports, and Playful cartoons.
Abstract: A literature review reveals the lack of empirical and theoretical work dedicated to systematically grasping the diversity of cartoons. Most studies have focused on political and/or editorial cartoons and have neglected other subgenres, which however are gaining space in many forms of media—such as gag cartoons. Taking genre discursive studies as a starting point, this paper is aimed at distinguishing cartoon subgenres considering their modal, thematic, pragmatic and rhetorical features. The corpus is composed of 85 cartoons (51 multimodal and 34 solely visual) from 22 countries. This corpus was obtained by means of a questionnaire distributed over 2012-2016 in which cartoonists were asked to choose a cartoon that represented their style and to justify their choice. A combination of both qualitative and multivariate statistical techniques was applied. Results allowed us to distinguish four cartoon subgenres based mostly on thematic and pragmatic features: Daily political; Timeless political; Daily media, arts and sports; and Playful cartoons. From a rhetorical standpoint, Timeless political cartoons showed the highest semiotic density (8-12 resources per cartoon), Daily political cartoons an intermediate density (5-7 resources per cartoon) and Playful cartoons the lowest semiotic density (2-4 resources). This contrast might indicate a difference in the cognitive challenge posed to readers, with a major cognitive effort demanded by political cartoons (Timeless and Daily), in addition to the necessary awareness of current affairs. In line with previous research, metaphor appeared as a characteristic resource in political cartoons followed by irony, sarcasm and allusion. Modal analyses showed that political cartoons relied more on the verbal mode to build their messages than the other subgenres.
18 citations
Cites background from "The Routledge handbook of multimoda..."
...…participate in the meaning—and humour-making process in cartoons, as put forth by the multimodal approach (Martinec & Salway 2005; Kress & van Leeuwen 2006; Tsakona 2009; Kress 2010; Jewitt 2011; Agüero Guerra 2013, 2016; Serafini 2013; Al Masri 2016), a modal level should also be considered....
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...Besides, since semiotic modes actively participate in the meaning—and humour-making process in cartoons, as put forth by the multimodal approach (Martinec & Salway 2005; Kress & van Leeuwen 2006; Tsakona 2009; Kress 2010; Jewitt 2011; Agüero Guerra 2013, 2016; Serafini 2013; Al Masri 2016), a modal level should also be considered....
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15 May 2013
TL;DR: A social semiotic multimodal framework for the analysis of website interactivity that is designed to account for the interactive meaning potentials of a digital text, both in its aesthetics and structure, and is intended to complement the extant practices of text analysis of webpages.
Abstract: The paper presents a social semiotic multimodal framework for the analysis of website interactivity Distinguishing it from interaction, the work defines interactivity as the affordance of a text of being acted (up)on It is actualized digitally in interactive sites/signs (hyperlinks included), having a two-fold nature, as places enabling actions producing effects and as forms endowed with meanings They have also a two-dimensional functioning, syntagmatically on the page where they are displayed, and paradigmatically, opening to multiple text realizations based on choice The framework adapts Halliday's (1978) Ideational, Interpersonal and Textual metafunctions to the analysis of the two-fold nature and two-dimensional functioning of interactive sites/signs As exemplified in the analysis of a sample of blogs, the framework is designed to account for the interactive meaning potentials of a digital text, both in its aesthetics and structure, and is intended to complement the extant practices of text analysis of webpages
18 citations
Cites background from "The Routledge handbook of multimoda..."
...Within studies in multimodality (Jewitt, 2009; Kress & van Leeuwen, 2001, 2006; O’Halloran, 2004), face-to-face interaction has been studied extensively, specifically by Norris (2004, 2006), who has developed a multimodal framework for its analysis....
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...Keywords: interactivity – multimodality – digital texts – hyperlinks...
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TL;DR: Jaelyn, a Grade 6 student who participated in a classroom-based research project that explored developing student visual meaning-making skills and competencies by focusing specifically on a selection of visual elements of art and design in picturebooks and graphic novels as mentioned in this paper.
Abstract: Meanings are created, represented, and communicated in multimodal ways in our contemporary world. The dominance of the visual in modern society requires students to be visually literate to understand, appreciate, interpret, and compose the content and the design of multimodal texts that include images. This article features the case study of Jaelyn, a Grade 6 student who participated in a classroom-based research project that explored developing student visual meaning-making skills and competencies by focusing specifically on a selection of visual elements of art and design in picturebooks and graphic novels. The semiotic analysis of Jaelyn's multimodal print text that was completed at the end of the research, as well as excerpts from her interview about her composition, revealed how her participation in the learning opportunities afforded during the explorative study influenced her sign-making. The article concludes with a discussion of pedagogical and assessment issues associated with teaching students ...
18 citations
Cites background or methods from "The Routledge handbook of multimoda..."
...…overall ecological approach to language and literacy (Barton, 2007) and a sociocultural theory of learning (Vygotsky, 1978), are harmonious with the focus of a social semiotic multimodal analysis on “how modal resources are used by people in a given community/social context” (Jewitt, 2009a, p. 30)....
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...Thus, a social semiotic analysis views “sign-making as a social process” (Jewitt, 2009a, p. 30)....
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...Jewitt (2009a) states that a text can be “seen as a window onto its maker” (p. 30)....
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...Similar to all communicative modes, images have constraints and potentials for making meaning; the term modal affordance refers to what is “possible to express and represent easily with a mode” (Jewitt, 2009c, p. 24)....
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...Multimodality assumes that meanings in any mode, such as image, speech, writing, gesture, posture, or gaze, “are always interwoven with the meanings made with those of all other modes co-present and ‘co-operating’ in the communicative event” (i.e., multimodal ensembles) (Jewitt, 2009c, p. 15)....
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