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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.
Citations
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Dissertation
01 Jan 2012
TL;DR: In this paper, the authors analyze commemorative war monuments using a social-semiotic approach to understand how they communicate as three-dimensional objects, considering their design alongside contextual information.
Abstract: This thesis analyses commemorative war monuments using a social semiotic approach to understand how they communicate as three-dimensional objects, considering their design alongside contextual information. Taking a social semiotic approach to the study of commemorative war monuments, it responds to calls by historians for innovative ways to study war commemoration by providing an approach that offers both specific analysis of the objects and attends to matters of design.

12 citations

Journal ArticleDOI
TL;DR: A new method of multimodal discourse analysis to study synchronous online learning through using screen-captured digital video as the data source is introduced, offering a new way to elucidate and illustrate the collaborative practices of synchronousOnline learning sessions that use various semiotic modes to interact.
Abstract: This article introduces a new method of multimodal discourse analysis to study synchronous online learning through using screen-captured digital video as the data source. This new methodolo...

12 citations


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

  • ...This then led to the identification of specific video excerpts appropriate for multimodal discourse analysis (Kress, 2009)....

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  • ...As modes shape and are shaped by the contexts in which they are situated (Kress, 2009), to understand how class participants used different modes to communicate and collaborate, it was necessary to keep contextualized meaning as intact as possible....

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Book ChapterDOI
17 Apr 2015

12 citations

01 Jan 2017
TL;DR: Views on children’s visual art as representational, useful, or understandable are challenged to create conceptual and visual spaces as a part of and inseparable from children's fluid, non-static process of being and becoming selves.
Abstract: This paper reconceptualises attitudes towards young children’s visual art. What are children doing when they create visual images? What might they be thinking, intending or representing? Faced in the early years sector with increasing and imminent local and global threats of further evidence-based measurement of children’s achievements, we unsettle some of the now taken for granted ‘uses’ of the ‘evidence’ in children’s visual art. We argue for positioning children’s visual art as a self narrative through which they make meaning of and construct their own forming selves. Kristeva (2000) conceptualises narrative as an art, of re-membering diverse ways of knowing and being. Methodologically such an ‘art’ allows us to posit children’s visual narratives as self care, a writing of the self (Galea, 2014; Richardson & St. Pierre, 2008), and of children’s physicalities, materialities and temporalities (Ulmer, 2016). We challenge views on children’s visual art as representational, useful, or understandable, to create conceptual and visual spaces as a part of and inseparable from children’s fluid, non-static process of being and becoming selves. What are seen as visual images then are integrally entwined with children’s evolving identities, constantly in construction, unknowable, unplannable pedagogical occurrences. In this paper we use philosophy and metaphor to disrupt the adult-driven need to know children’s visual art to create spaces for elevating children’s ways of being and knowing. Kristeva’s (1991) philosophical conceptions of the foreigner help to position children as unknown, and unknowable even to themselves, as subjects in process, in which the visual narratives they create act. Further, the openings, opportunities, and pedagogical unknown are explored through indigenous methodological constructs. We draw on the Aotearoa New

12 citations


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

  • ...Jewitt, C. (2005). Multimodality, “reading,” and “writing” for the 21st century. Discourse: Studies in the cultural politics of education, 26(3), 315–331. Jewitt, C., & Kress, G. R. (2003). Multimodal literacy. New York: Peter Lang. Laurillard, D. (2002). Rethinking University Teaching. A framework for the effective use of learning technology (2.nd ed). London and New York: Routledge. Laurillard, D. (2012). Teaching as a design science. Building pedagogical patterns for learning and technology. Abingdon: Routledge. McKenney, S. and Reeves, Th.C. (2012). Conducting educational design research. London: Routledge. Mor, Y. and Craft, B. (2012). Learning design: reflections upon the current landscape. Research in Learning Technology, Supplement: ALT-C Pacansky-Brock, M. (2013). Best Practices for Teaching with Emerging Technologies, http://teachingwithemergingtech.com/, Routledge. Sørensen E. og Torfing J. (red.) (2011). Samarbejdsdreven innovation i den offentlige sektor....

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  • ...Jewitt, C. (2005). Multimodality, “reading,” and “writing” for the 21st century....

    [...]

  • ...Jewitt, C. (2005). Multimodality, “reading,” and “writing” for the 21st century. Discourse: Studies in the cultural politics of education, 26(3), 315–331. Jewitt, C., & Kress, G. R. (2003). Multimodal literacy. New York: Peter Lang. Laurillard, D. (2002). Rethinking University Teaching. A framework for the effective use of learning technology (2.nd ed). London and New York: Routledge. Laurillard, D. (2012). Teaching as a design science. Building pedagogical patterns for learning and technology. Abingdon: Routledge. McKenney, S. and Reeves, Th.C. (2012). Conducting educational design research. London: Routledge. Mor, Y. and Craft, B. (2012). Learning design: reflections upon the current landscape. Research in Learning Technology, Supplement: ALT-C Pacansky-Brock, M. (2013). Best Practices for Teaching with Emerging Technologies, http://teachingwithemergingtech.com/, Routledge. Sørensen E. og Torfing J. (red.) (2011). Samarbejdsdreven innovation i den offentlige sektor. København: Jurist- og Økonomiforbundets Forlag. Vasudevan, L. (2010). Education remix: New media, literacies, and emerging digital geographies. Digital Culture and Education. 2(1), 62-82. Vasudevan, L., DeJaynes, T., & Schmier, S. (2010). Multimodal pedagogies: Playing, teaching, and learning with adolescents’ digital literacies....

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  • ...Jewitt, C. (2005). Multimodality, “reading,” and “writing” for the 21st century. Discourse: Studies in the cultural politics of education, 26(3), 315–331. Jewitt, C., & Kress, G. R. (2003). Multimodal literacy. New York: Peter Lang. Laurillard, D. (2002). Rethinking University Teaching. A framework for the effective use of learning technology (2.nd ed). London and New York: Routledge. Laurillard, D. (2012). Teaching as a design science. Building pedagogical patterns for learning and technology. Abingdon: Routledge. McKenney, S. and Reeves, Th.C. (2012). Conducting educational design research. London: Routledge. Mor, Y. and Craft, B. (2012). Learning design: reflections upon the current landscape. Research in Learning Technology, Supplement: ALT-C Pacansky-Brock, M. (2013). Best Practices for Teaching with Emerging Technologies, http://teachingwithemergingtech.com/, Routledge. Sørensen E. og Torfing J. (red.) (2011). Samarbejdsdreven innovation i den offentlige sektor. København: Jurist- og Økonomiforbundets Forlag. Vasudevan, L. (2010). Education remix: New media, literacies, and emerging digital geographies....

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  • ...Jewitt, C. (2005). Multimodality, “reading,” and “writing” for the 21st century. Discourse: Studies in the cultural politics of education, 26(3), 315–331. Jewitt, C., & Kress, G. R. (2003). Multimodal literacy. New York: Peter Lang. Laurillard, D. (2002). Rethinking University Teaching. A framework for the effective use of learning technology (2.nd ed). London and New York: Routledge. Laurillard, D. (2012). Teaching as a design science. Building pedagogical patterns for learning and technology. Abingdon: Routledge. McKenney, S. and Reeves, Th.C. (2012). Conducting educational design research. London: Routledge. Mor, Y. and Craft, B. (2012). Learning design: reflections upon the current landscape. Research in Learning Technology, Supplement: ALT-C Pacansky-Brock, M. (2013). Best Practices for Teaching with Emerging Technologies, http://teachingwithemergingtech....

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Journal ArticleDOI
TL;DR: In this article, the authors argue that every communication is multimodal and that different modalities within multimodi-al communication have particular affordances, including written and oral language.
Abstract: This study is anchored on two positions: that every communication is multimodal and that different modalities within multimodal communication have particular affordances. Written and oral language ...

12 citations


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

  • ...Thus, language is one of the several modes in communication (Jewitt, 2009; Kress, 2009; McNeill, 1992), and language-centric approaches obscure the role of other modalities (Flewitt et al., 2009)....

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  • ...However, in some contexts, particular modes are relatively prominent, for example, in dance and mime, body movements and gestures are preeminent over other modes (Flewitt et al., 2009)....

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