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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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TL;DR: The call for an expanded, critical and socially-constructed view of literacy in response to contemporary semiotic and technological developments is not new. However, an under investigated area rela...
Abstract: The call for an expanded, critical and socially-constructed view of literacy in response to contemporary semiotic and technological developments is not new. However, an under investigated area rela...
13 citations
Cites background from "The Routledge handbook of multimoda..."
...These include but are certainly not restricted to: still and moving images, gestures, speech, music, writing, animations and the use of space (Jewitt, 2004; Jewitt, 2014; Kress, 2003; Kress and Van Leeuwen, 2001; Nelson, 2005)....
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TL;DR: In this paper, the authors explore the nature of young children's aesthetic experience and the ways in which they narrate their life changes within spontaneous drawing stories and highlight the importance of taking young children’s holistic and embodied way of living into account.
Abstract: This paper explores the nature of young children’s aesthetic experience and the ways in which they narrate their life changes within spontaneous drawing stories. The drawing stories were generated during a period of close to 1 year in the home of a mother with two young children. The theoretical and methodological basis of this study is narrative research and the view of children is as competent participants, constructing the knowledge of their childhood. The study highlights the importance of taking young children’s holistic and embodied way of living into account. It also emphasizes that young children’s aesthetic experience, often arising in action, is a vital part of their construction of knowledge. Methodologically and theoretically, this study points out the importance of listening to children’s multimodal narrating as a tool for understanding young children’s processes of responding to life changes, and for enabling young children’s voices in supportive ways.
13 citations
TL;DR: This article found that many students matriculate into college feeling confident in their abilities to make meaning when using digital devices, though recent research suggests these students are not necessarily digitally literate.
Abstract: Many students matriculate into college feeling confident in their abilities to make meaning when using digital devices, though recent research suggests these students are not necessarily digitally ...
13 citations
TL;DR: In this article, the authors present findings from a collaborative ethnographic study with urban Inuit in Ottawa, Canada and investigate "talk around objects" as a meaningful learning activity and a prism of human-object relationships.
Abstract: In this study, we present findings from a collaborative ethnographic study with urban Inuit in Ottawa, Canada We investigate “talk around objects” as a meaningful learning activity and a prism of human-object relationships Focusing on Inuit clothing – namely the Inuit-made parka (winter coat) and amauti (a traditional Inuit baby carrier) – we examine the impact of everyday objects on social interaction, with a particular emphasis on the effects of materiality on talk More specifically, we explore the role of objects and object design in mobilizing particular forms of narratives, which project meaning across contexts of time, space, activity, and generations Accordingly, we conceptualize the impact of objects as “joins” in trans-contextual meaning-making and point to their significance in Inuit learning and in serving to shape human-object relationships We see the contribution of this article to this special issue as twofold Not only does it explore “talk around objects” as an instance of co-agency,
13 citations
Cites background from "The Routledge handbook of multimoda..."
...…multimodal learning stresses the differential cognitive work implied in engagement with different modes (Kress et al. 2001; Jewitt and Kress 2003; Jewitt 2009), the learning that we observed in an Inuit context emphasized the potential of objects to connect people across contexts, time, space,…...
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