The Routledge handbook of multimodal analysis

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.

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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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Dissertation•

Investigating Adolescents’ Interpretations and Productions of Thematic Maps and Map Argument Performances in the Media

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Nathan C. Phillips

04 Sep 2013

13 citations

Cites background or methods from "The Routledge handbook of multimoda..."

...Multimodality offers the possibility of establishing an inventory of the semiotic resources deployed in modes that are at play in thematic maps and map performances and a way of considering how those resources are interacting across modes (Jewitt, 2009a)....
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...Researchers have studied the emergence of these ensembles from the perspective of theories of multimodality within literacy studies that assume that meaning is created and interpreted in and through multiple representational and communicative modes (Jewitt, 2009a; Kress & van Leeuwen, 2001)....
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...Included in the performative semiotic aggregate that gives life to any map argument performance are 52 incorporated elements encompassed within the broad concept of multimodal ensemble (Jewitt, 2008) within multimodal research (Jewitt, 2009a)....
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...…Channel One “One Vote” Episode Below, I report on a multiple-perspective analysis drawing on work from multimodal 94 analysis within literacy studies (Jewitt, 2009a; Kress & Van Leeuwen, 2001; Norris, 2004; Phillips & Smith, 2012), complementing that work with other theoretical and methodological…...
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...…representation” (Jewitt, 2009a, p. 22), and to consider how visual and other modes are “configured and put to work for the purposes of society” (Jewitt, 2009b, p. 4), I draw on multimodal analytic frameworks, in particular Kress and van Leeuwen’s (2006) grammars of visual design and…...
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Book•

Big Data for Qualitative Research

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Kathy A. Mills¹•Institutions (1)

Australian Catholic University¹

14 Mar 2019

TL;DR: Big Data for Qualitative Research as discussed by the authors explores the potentials of qualitative methods and analysis for big data, including text mining, sentiment analysis, information and data visualization, netnography, follow-the-thing methods, mobile research methods, multimodal analysis, and rhythmanalysis.

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Abstract: Big Data for Qualitative Research covers everything small data researchers need to know about big data, from the potentials of big data analytics to its methodological and ethical challenges. The data that we generate in everyday life is now digitally mediated, stored, and analyzed by web sites, companies, institutions, and governments. Big data is large volume, rapidly generated, digitally encoded information that is often related to other networked data, and can provide valuable evidence for study of phenomena. This book explores the potentials of qualitative methods and analysis for big data, including text mining, sentiment analysis, information and data visualization, netnography, follow-the-thing methods, mobile research methods, multimodal analysis, and rhythmanalysis. It debates new concerns about ethics, privacy, and dataveillance for big data qualitative researchers. This book is essential reading for those who do qualitative and mixed methods research, and are curious, excited, or even skeptical about big data and what it means for future research. Now is the time for researchers to understand, debate, and envisage the new possibilities and challenges of the rapidly developing and dynamic field of big data from the vantage point of the qualitative researcher.

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13 citations

Cites background from "The Routledge handbook of multimoda..."

...In another example, multimodal semioticians (Jaworski & Thurlow, 2017) explored non-verbal communication involving gesture and movement (kinesics) in tourist spaces through an analysis of video data captured as participant-tourist observer through the La Piazza del Duomo....
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Dissertation•DOI•

The development of ‘drama’ in YouTube discourse

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Stephen Pihlaja

01 Dec 2012

TL;DR: Analysis of sustained antagonistic debate on YouTube concludes that inflammatory language led to 'drama' because users had diverse expectations about social interaction and organisation, users drew upon the Bible's moral authority to support opposing actions, and the online platform's technical features afforded immediate reactions to non-present others.

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Abstract: This thesis presents a systematic discourse analysis of sustained antagonistic debate—called 'drama'—on the video-sharing website, YouTube. Following a two-year observation of a YouTube community of practice discussing Christianity and atheism, 20 video 'pages' (including talk from videos and text comments) from a drama event were identified and transcribed, producing a 86,859 word corpus comprising 136 minutes of video talk and 1,738 comments. Using metaphor-led discourse analysis (Cameron & Maslen, 2010b) of the total corpus, metaphor vehicles were identified, coded, and grouped by semantic and narrative relationships to identify systematic use and trace the development of discourse activity. Close discourse analysis of a subset of the corpus was then employed to investigate membership categorisation (Housley & Fitzgerald, 2002), impoliteness (Culpeper, 2011), and positioning (Harre & van Langenhove, 1998), providing a systematic description of different factors contributing to the emergence of 'drama'. Analysis shows that 'drama' developed when negative views of one user's impolite words exposed the different expectations of other users about acceptable YouTube interaction. Hyperbolic, metaphorical language derived from the Bible and narratives about tragic historical events often exaggerated, escalated, and extended negative evaluations of others. Categories like 'Christian' were used dynamically to connect impolite words and actions of individuals to social groups, thereby also extending negative evaluations. With implications for understanding 'flaming' and transgression of social norms in web 2.0 environments, this thesis concludes that inflammatory language led to 'drama' because: (1) users had diverse expectations about social interaction and organisation, (2) users drew upon the Bible's moral authority to support opposing actions, and (3) the online platform's technical features afforded immediate reactions to non-present others. The 'drama' then developed when users' responses to one another created both additional topics for antagonistic debate and more disagreement about which words and actions were acceptable.

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13 citations

Cites background or methods from "The Routledge handbook of multimoda..."

...Building on these methods, I first adapted Jones' (2006) approach to narrative analysis of positioning for the YouTube video page, treating the video talk as the primary unit of analysis....
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...Unlike audio recordings and written texts analysed in the work of Sabat (2003) and Jones (2006), YouTube videos offer another important layer of positioning in the visual and physical presentation of the speaker....
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...Multimodality is now a well-established field for analysis with a growing diversity in approaches (Jewitt, 2009), but remains closely tied to systemic functional grammar, treating interaction and communication as the making of signs in different modalities, the meanings of which are then co-constructed in interaction (Kress, 2009)....
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Dissertation•

Intercultural crisis communication: cultural background and the formation of perception

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Claude-Patrick Kleineidam

30 Nov 2019

TL;DR: The authors investigated how cultural background influences crisis message perception and how then perception influences organisational reputation and concluded that cultural background is the decisive component when evaluating crisis messages and determining organizational reputation, and argued for a departure from the current generic approach in crisis communication to a situation-based crisis handling approach which is underpinned by social constructionism.

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Abstract: Crisis communication is a fairly new research discipline that originated in the Unites States in the late 1980s. Most of the research in the field has been focused on a senderfocused strategy with the organisation in mind and neglected the audience perspective. In particular, little is known about how cultural background influences crisis message perception and how then perception influences organisational reputation. The importance of the crisis communicator, his/her capabilities and his/her unique deliverance of the crisis message to a multicultural audience has not received much attention in spite of such a significant role in informing the public and therefore in shaping the public image of the organisation. This research aimed to study crisis communication from an intercultural perspective and thus expand the field and fill gaps by investigating how cultural background truly influences perception of crisis messages and subsequently organisational reputation. Further, the study looked at how the proven benefits of multimodality in other fields can be used in crisis communication to better understand the perception creation process. The study utilised an exploratory mixed method approach, following on from an earlier pilot study. Participants were shown two short excerpts from the crisis press conferences of Germanwings U9525 and Malaysia Airlines MH370. The research included in-depth surveys with an open-ended section and was taken by 181 participants from 6 home country groups in the summer of 2016. The data was analysed utilising descriptive statistics as well as a thematic content analysis. The study concluded that cultural background is the decisive component when evaluating crisis messages and determining organisational reputation. Evidence were found to show significant impact in regard to the following three integral parts of crisis communication: Language Used for Crisis Communication, Crisis Information Content (Names & Nationalities of Victims), Attribution of Responsibility. The use of multiple modes and the introduction of multimodality into this study has also raised awareness for the inherent cultural features of crisis communicators. This analysis has provided indicators that significantly shape audiences’ perception. Those were: standing vs. sitting, speed of speaking, eye contact with audience, physical appearance, and facial expression. Finally, the study argued for a departure from the current generic approach in crisis communication to a situation-based crisis handling approach which is underpinned by social constructionism and appropriate and responsive to audiences and crisis context.

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13 citations

Cites background from "The Routledge handbook of multimoda..."

...Multimodality was developed in the early 2000s (Kress and van Leeuwen, 2001; Kress et al., 2004; van Leeuwen, 2005; Jewitt, 2009)....
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...As a result, social constructionism anticipates that by focusing on stakeholders, understanding human behaviour during uncertainty or equivocality (Jewitt, 2009) and accepting that perceptual aspects, come from various...
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...As a result, social constructionism anticipates that by focusing on stakeholders, understanding human behaviour during uncertainty or equivocality (Jewitt, 2009) and accepting that perceptual aspects, come from various Intercultural Crisis Communication – Cultural Background and the Formation of…...
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Journal Article•DOI•

A young child's intergenerational practices through the use of visual screen-based multimodal communication to acquire Qur'anic literacy

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Parven Akhter¹•Institutions (1)

Anglia Ruskin University¹

06 Feb 2016-Language and Education

TL;DR: In this paper, the authors derived from a wider small-scale study of digital literacy practice that explores the ways in which a multilingual seven-year-old child, Bablu, interacts with his grandmother during Internet activities connected to Qur'anic literacy.

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Abstract: This paper is derived from a wider small-scale study of digital literacy practice that explores the ways in which a multilingual seven-year-old child, Bablu, interacts with his grandmother during Internet activities connected to Qur'anic literacy. The study aims to reveal how intergenerational learning support was given to Bablu by his grandmother. The paper draws attention to how digital technology and the medium of the Internet contribute to children's literacy learning, and the family's contribution to children's literacy acquisition connected to intergenerational practices. Video recording was the main method of collecting data together with ethnographic observation. The video was analysed as visual screen-based multimodal communication that reveals the exchange of teaching and learning taking place between the generations. The study provides further exemplification of the term ‘syncretic’ literacy practices from within multilingual families. In this case, Bablu's intergenerational literacy pr...

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13 citations

Cites background or methods from "The Routledge handbook of multimoda..."

...This is the reason I drew on a multimodal framework to analyse my video observation (Norris 2004; Jewitt 2009)....
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...Other communications were facilitated by digital technology-enabled image, sound, speech, animation and written text (Jewitt 2009)....
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...I used the term ‘multimodal interaction’ that combines embodied and disembodied modes (Norris 2004; Kress 2003; Jewitt 2009)....
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...Video-based data were transcribed and analysed following the concept of multimodal interaction (Norris 2004; Kress 2003; Jewitt 2009) together with the description for the reporting of an ethnographic study....
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The Routledge handbook of multimodal analysis

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Cites background or methods from "The Routledge handbook of multimoda..."

Cites background from "The Routledge handbook of multimoda..."

Cites background or methods from "The Routledge handbook of multimoda..."

Cites background from "The Routledge handbook of multimoda..."

Cites background or methods from "The Routledge handbook of multimoda..."

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