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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Journal Article•
TL;DR: It is claimed that corpus sharing can contribute vastly to the field of computer-assisted language learning by enhancing its scientific robustness as it favors a multidisciplinary, systematic, and in-depth analysis of multimodal data.
Abstract: This article proposes a methodology to create a multimodal corpus that can be shared with a group of researchers in order to analyze synchronous online pedagogical interactions. Epistemological aspects involved in studying online interactions from a multimodal and semiotic perspective are addressed. Then, issues and challenges raised by corpus creation and sharing are examined with a particular focus on ethics. Basing my discussion and analysis around a particular research project, the steps involved in the creation of a multimodal and shareable corpus are described and the scientific benefits of a collective exploration of data and their subsequent multimodal representations are discussed and illustrated. It is finally claimed that corpus sharing can contribute vastly to the field of computer-assisted language learning by enhancing its scientific robustness as it favors a multidisciplinary, systematic, and in-depth analysis of multimodal data. Language(s) Learned in this Study: French
13 citations
01 Oct 2017
13 citations
Book Chapter•
01 Jan 2013
TL;DR: The analysis using visual grammar shows that the texts under analysis portray an image of immigrant minors as weak and dependent on people from the main group, which perpetuates their status as marginalised persons.
Abstract: Our society has become more technological and multimodal and, consequently, teaching has to be adapted to the new changes. For this reason, this chapter shows the importance of teaching visual grammar in an English language course at University level so that students are able to read and analyse multimodal texts in general and visuals in particular. This chapter proposes the teaching of social issues using multimodal texts from the press so that students understand how the press creates meaning through different visual and linguistic choices In order to do this, students in the last year of the degree English Studies at the University of Alicante (Spain) were provided with some examples of multimodal texts related to immigrant minors from the local newspaper, Informacion, a daily publication in the city of Alicante. Once students were introduced to Kress and van Leeuwen’s (2006) visual grammar, they were asked to analyse the texts in groups in order to observe the importance of visuals in the construction of meaning; this activity was part of their evaluation with a portfolio. The analysis using visual grammar shows that the texts under analysis portray an image of immigrant minors as weak and dependent on people from the main group, which perpetuates their status as marginalised persons.
13 citations
Cites background from "The Routledge handbook of multimoda..."
...The theory of multimodality has developed through the work of Kress and van Leeuwen (2001, 2006), and other authors, like Baldry and Thibault (2006), Jewitt (2009), and Royce and Bowcher (2007) have contributed to our understanding of how different ways of communication create meanings through…...
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TL;DR: This paper explored the visual meaning-making skills and competencies of 8-and 9-year-old children in a small group discussion about Don't Read This Book! (J. Lewis and Allwright 2009).
Abstract: The classroom-based research discussed in this article explored developing elementary students’ visual meaning-making skills and competencies. The study’s instructional unit focused on a selection of visual elements of art and design in picturebooks, graphic novels, and magazines. As well as reading, responding in writing to, and discussing the focus texts, the 8- and 9 year-old children created their own multimodal texts during the research. Focusing specifically on the visual element of typography, this article presents the findings from the analysis of the students’ small group discussions about Don’t Read This Book! (J. Lewis and Allwright 2009). Data analysis revealed the students’ genuine appreciation for and interest in the visuality of the verbal language in Don’t Read This Book!, as well as their multifaceted understanding and interpretation of the typography in the picturebook.
13 citations
01 Jan 2019
TL;DR: The authors investigated how exemplary teachers develop higher-order thinking and scientific reasoning in primary science and found that the teaching of these skills was a complex multifaceted process influenced by the combination of teacher beliefs and contextual factors.
Abstract: There is an emerging interest in the development of STEM capabilities to drive Australia’s future economy and workforce. As a consequence, the focus on the teaching of higher order thinking and scientific reasoning has intensified. Despite these efforts, Australia’s level of achievement on international benchmarking tests has not improved.
The aim of this PhD research was to investigate how exemplary teachers develop higher order thinking and scientific reasoning in primary science. The study drew on video data from the EQUALPRIME international research project, which explored quality primary science education in different cultures (ARC Discovery Project DP110101500).
This qualitative research examined how Year 4 teachers in two contextually different schools scaffolded, supported and created opportunities for higher order thinking and scientific reasoning during the teaching of a physical science topic. Teacher beliefs, pedagogical strategies and contextual factors were viewed through the multiple theoretical lenses of social constructivism, sociocultural theory and social semiotic theory. The central data source was video which was subjected to micro-ethnographic analysis. These data were supplemented with interviews and classroom artefacts, and from these, case studies were compiled. Using a cross-case analysis and an interpretivist approach, assertions were drawn from which the research questions were answered.
The study identified that the teaching of these skills was a complex multifaceted process influenced by the combination of teacher beliefs and contextual factors. Based on safe and supportive learning cultures, the teachers employed inquiry-based approaches and a combination of language- and body-based pedagogies that built students’ thinking and reasoning in parallel with conceptual development, across the unit. Outcomes of the research will contribute to new and deeper understanding of effective scaffolding, support and promotion of higher order thinking and reasoning in primary science which can inform enhancements to pre‐service and in‐service teacher professional learning.
13 citations