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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: It is argued that spatial design and placemaking could learn from video games development, by incorporating features ranging from storytelling and multiple viewpoints to participatory practices and flexible design.
Abstract: Spatial design and placemaking are fundamental to create a vibrant urban life, whereas video games are designed primarily for temporary amusement. However, they both share the same essence of creat...
12 citations
TL;DR: In this paper, the authors analyse these tropes using the "queer theory method" as a theoretical springboard which allows them to engage with multimodal meanings of BDSM bodies without being confined to essentialist, stereotyped or identity-based ideas about the intersection of gender, sexuality, and race.
Abstract: Bondage, discipline, sadism and masochism (BDSM) both fascinates and repulses. While some are fascinated by its images of leather-clad mistresses and masters inflicting pain on willing slaves for sexual pleasure (Yes Master!), they are often also repulsed because BDSM also evokes images of sadistic Nazis and serial killers. The chic images associated with the BDSM lifestyle seem to be more palatable (a light whipping, a gentle handcuffing), but actual BDSM practices (foot worship, impact play) are still not acceptable, and BDSM is most commonly associated with deviance. Despite this negative perception of BDSM by some people, there is a thriving BDSM scene in South Africa, and participants in BDSM communities show their belonging through a specific set of verbal and non-verbal tropes. In this article, I analyse these tropes using the ‘queer theory method’ as a theoretical springboard which allows me to engage with the multimodal meanings of BDSM bodies without being confined to essentialist, stereotyped or identity-based ideas about the intersection of gender, sexuality, and race.
12 citations
29 Jul 2020
TL;DR: In this article, the effects of sharing creative representations of life with chronic physical pain are explored, and the benefits arising from sharing such works in online exhibitions are highlighted, demonstrating the potential for creative approaches to the expression of pain to facilitate the effective communication of the experience.
Abstract: This work provides an exploration of the effects of sharing creative representations of life with chronic physical pain. Social media platforms (Facebook and WordPress) have been used to carry out the research, hosting two online galleries of creative works depicting life with chronic physical pain. Comments on the works, and discussions surrounding them, have been examined to show how different audiences respond to the works, according to whether or not they have pain. In keeping with the postmodern epistemology underpinning this research, issues of interpretation and multiple interpretations have been considered. In addition, responses have been assessed to consider how effective such works are in communicating the experience of living with this invisible and subjective condition. My role as a researcher with chronic physical pain is explored in relation to the use of reflexivity in carrying out the research. The conflict involved in seeking empathy and recognition of experiences living with pain, while balancing this with the desire to keep this personal experience private and the feeling that other people do not want to hear about the condition, is discussed in relation to the concept of public-private dualism. Issues regarding the elicitation of empathy and understanding with the creators’ experiences are considered in the light of the creative works. In addition, the benefits arising from sharing such works in online exhibitions are highlighted, demonstrating the potential for creative approaches to the expression of pain to facilitate the effective communication of the experience.
12 citations
Cites background from "The Routledge handbook of multimoda..."
...Jewitt (2014) defines polysemic as the ability of a sign or feature (a painting or an element of one, for example) to have multiple meanings or interpretations, which accords with postmodern understandings of interpretation....
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01 Jan 2019
TL;DR: In this paper, a thesis is protected by copyright, with all rights reserved, and the reader agrees to indemnify and hold the University harmless from and against any loss, damage, cost, liability or expenses arising from copyright infringement or unauthorized usage.
Abstract: This thesis is protected by copyright, with all rights reserved. By reading and using the thesis, the reader understands and agrees to the following terms: 1. The reader will abide by the rules and legal ordinances governing copyright regarding the use of the thesis. 2. The reader will use the thesis for the purpose of research or private study only and not for distribution or further reproduction or any other purpose. 3. The reader agrees to indemnify and hold the University harmless from and against any loss, damage, cost, liability or expenses arising from copyright infringement or unauthorized usage.
12 citations
Cites background from "The Routledge handbook of multimoda..."
...These two approaches are also referred to as social semiotic multimodality and systemic functional multimodality (Jewitt, 2009)....
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30 Jun 2016
TL;DR: The analysis of the different multimodal activities described in the article and the survey reveal that multimodality is useful for developing critical thinking, for bringing cultural aspects into the classroom and for working on social competences.
Abstract: This article analyses the way in which the subject English Language V of the degree English Studies (English Language and Literature) combines the development of the five skills (listening, speaking, reading, writing and interacting) with the use of multimodal activities and resources in the teaching-learning process so that students increase their motivation and acquire different social competences that will be useful for the labour market such as communication, cooperation, leadership or conflict management.
This study highlights the use of multimodal materials (texts, videos, etc.) on social topics to introduce cultural aspects in a language subject and to deepen into the different social competences university students can acquire when they work with them. The study was guided by the following research questions: how can multimodal texts and resources contribute to the development of the five skills in a foreign language classroom? What are the main social competences that students acquire when the teaching-learning process is multimodal? The results of a survey prepared at the end of the academic year 2015-2016 point out the main competences that university students develop thanks to multimodal teaching.
For its framework of analysis, the study draws on the main principles of visual grammar (Kress and van Leeuwen, 2006) where students learn how to analyse the main aspects in multimodal texts. The analysis of the different multimodal activities described in the article and the survey reveal that multimodality is useful for developing critical thinking, for bringing cultural aspects into the classroom and for working on social competences. This article will explain the successes and challenges of using multimodal texts with social content so that students can acquire social competences while learning content. Moreover, the implications of using multimodal resources in a language classroom to develop multiliteracies will be observed.
12 citations
Cites methods from "The Routledge handbook of multimoda..."
...The theory of multimodality developed through the work done by Kress and van Leeuwen (2001, 2006) and other authors (Baldry & Thibault, 2006; Bezemer & Jewett, 2010; Bowcher, 2012; Jewitt, 2009; Royce & Bowcher, 2007, inter alia)....
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