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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TL;DR: In this paper, the authors discuss the multiliteracies in the context of sign making and the multiplicity of resources for representation in the social domain, as well as the multiplicities of factors that constitute social domain itself.
Abstract: Some 15 years ago, the 10 people who had been brought together—assembled as much for their distinctly different views as for their broadly shared pedagogical and political outlook—set to discussing at least two distinct concerns embedded in the project and in the term multiliteracies. One such concern focused on theoretical frames and the other focused on domains of application. One frame was that of an apt pedagogy for the times: in my case, a frame with a central focus on sign making rather than sign use; on design rather than on critique; and on the multiplicity of resources for representation. The multi- of multiliteracies lay in differing aspects: the multiplicity of modes; of socially distinct (uses and forms of) language; or in the multiplicities of factors that constitute the social domain itself—culturally, linguistically, in terms of class, of gender, of age as generation. Since then, the members of the group have taken those aspects in different and yet connected directions. For me, the focus h...
11 citations
Dissertation•
28 May 2018
TL;DR: In this article, a qualitative case study that examines a third-year group of undergraduate architectural students' meaning-making in an Irish Higher Education (HE) Institute of Technology (IoT) through a social semiotic multimodality lens is presented.
Abstract: Intersecting spaces is a qualitative case study that examines a third-year group of undergraduate architectural students’ meaning-making in an Irish Higher Education(HE) Institute of Technology (IoT) through a social semiotic multimodality lens. Architectural students face many challenges in their studies but a core undertaking concerns their capacity to address the rhetorical component of making architecture. The research addressing architectural communication through a social semiotic multimodality lens, particularly in an Irish architectural education setting, is limited.
My constructivist leanings underpinned my decision to develop a case study, and use four research tools, a focus group, observation, a questionnaire, and semi-formal interviews. My main research question considers to what extent the multimodal communication resources the participants use, during an observed review, work together to enact meaning? The research forming the frame for this study embodies five intersections between the architectural and social semiotic multimodality domains, namely ‘the environment’, ‘rhetorical component’, ‘resources’, ‘multimodality’, and ‘communication and learning’.
Several main findings emerge. The participants’ level of insider knowledge relates directly to their ability to access and participate fully in the shared knowledge and skill base repertoire of the community of practice at the research site and shapes their rhetorical meaning-making. The participants’ multimodal literacy levels regarding choosing and using multimodal resources across the analogue and digital environment influences their ability to make rhetorical meaning. The dynamic nature of the orchestrated ensemble in the observed review underlines the performative aspect of the participants’ rhetorical meaning-making from the social semiotic multimodality angle.
In foregrounding the overlapping architectural communication and social semiotic multimodality aspects of the architectural participants’ meaning-making, this study addresses my main research question. The study builds on architectural design and communication research by exploring the issue through an unfamiliar lens and contributes as an exemplar to the limited social semiotic multimodality research focused on meaning-making in the Irish architectural education context.
11 citations
Cites background or methods from "The Routledge handbook of multimoda..."
...…their interests, the prompts involved, and, the relationships between both in tandem with the environmental factors and CoP conventions, shaped their meaning-making (Bezemer & Jewitt, 2009, p.4; Bezemer & Kress, 2016, p.20; Kress, 2009b, pp.20-33; Kress, 1993, p.173; Kress & Selander, 2012, p.267)....
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...…of “representation, production and dissemination” (Kress, 2010, pp.4849), and the possibilities or affordances they offer, operate within a framework of what is socially achievable within that culture at any given time (Bezemer & Kress, 2016, pp.2021; Jewitt, 2009, pp.15-16; Kress, 2010, pp.48-49)....
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...Secondly, to make a contribution to social semiotic multimodality research about meaning-making in a distinct setting; a significant feature of research endeavours in the social semiotic multimodality domain (Bezemer & Kress, 2016; Jewitt, 2009; Jewitt, Bezemer & O’Halloran, 2016)....
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...Also, I had an interest in how these students went about making meaning multimodally using different multimodal resources, like talk, text, gesture, movement, drawing, sketch, image, and model (Bezemer & Kress, 2016; Jewitt, 2009; Kress, 2010)....
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...Another core premise relates to the notion the interaction between the modes in an individual’s orchestrated ensemble is part of the production of, and significant for, their meaning-making (Jewitt, 2009, p.15; Kress, 2010; Bezemer & Kress, 2016)....
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TL;DR: The authors investigated how one first grade teacher scaffolded students' meaningful engagement with a nontraditional classroom text, a local newspaper, through daily interactive read-alouds, and found that the teacher scaffolding engagement through thoughtful selection of content, improvisation aimed at cr...
Abstract: Research revealing the continued dominance of narrative texts in primary-grade classrooms, coupled with shifts in the American cultural and textual landscape, have prompted educational policy urging teachers to increase the variety of informational texts students read and the authenticity with which students use those texts. The purpose of this qualitative study was to investigate how one first-grade teacher scaffolded students’ meaningful engagement with a nontraditional classroom text, a local newspaper, through daily interactive read-alouds. Data sources including expanded field notes, transcripts of naturalistic observations, and teacher interviews were analyzed inductively using methods of constant comparison and discourse analysis. Purposefully selected topical episodes highlighted the characteristic of newspapers as dynamic texts that privilege real-time information. Analysis identified that the teacher scaffolded engagement through thoughtful selection of content, improvisation aimed at cr...
11 citations
Cites background from "The Routledge handbook of multimoda..."
...From a sociocultural perspective, contextualized classroom studies are important because literacy knowledge is born in social practices of literacy (Barton, 2007; Purcell-Gates et al., 2007; Street et al., 2010)....
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TL;DR: A Semiotic Landscape analysis, whereby a community or environment's signage is photographed for linguistic and visual analysis, is a useful means of discovering power relationships within that comm... as mentioned in this paper.
Abstract: A Semiotic Landscape analysis, whereby a community or environment’s signage is photographed for linguistic and visual analysis, is a useful means of discovering power relationships within that comm...
11 citations
Cites background from "The Routledge handbook of multimoda..."
...Moreover, language remains a key aspect of any multimodal analysis, but semiotic analysis allows a deeper exploration of understanding language by analysing how it is ‘nestled and embedded within a wider semiotic frame … and its place in a multimodal communicational landscape’ (Jewitt, 2009: 2)....
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01 Dec 2018
TL;DR: It is suggested that harnessing a passion for creativity could be a starting point for supporting the digital capabilities of tomorrow’s professionals by exploring how they are planned and experienced in HE curricula in two professional disciplines at two UK universities.
Abstract: The development of digital capabilities has received significant attention in higher education (HE) in recent years, with numerous attempts made to develop digital frameworks to support curriculum design. However, few studies have articulated these generic capabilities in terms of specific disciplines. This thesis addresses the gap of disciplinary conceptualisations of digital capabilities by exploring how they are planned and experienced in HE curricula in two professional disciplines at two UK universities. Originality of the study is achieved in part through a conceptual framework that weaves together a theoretical perspective - Shulman’s signature pedagogies, with JISC’s Digital Capability Framework. Underpinned by a human capabilities approach, the study employed a multiple-case study methodology with each discipline as a case, and four undergraduate/postgraduate modules as the units of analysis, drawing on documentary sources, and academic, professional and student perspectives via interviews, focus groups and observation. My findings indicate that the development of digital capabilities is aligned with the respective discipline’s signature pedagogy. In engineering, digital problem-solving and collaboration/communication, followed by data and information literacy, appear to be most prominent. In management, data and information literacy overlap with problem-solving, and, together with digital content communication, form its signature digital capabilities. The thesis highlights similarities, differences and gaps in the way digital capabilities are developed in engineering and management curricula. In addition, the research process itself offers a major theoretical contribution, together with the identification of management’s overarching signature pedagogy. Practical and theoretical implications of the study include the need to extend signature pedagogies to ‘signature assessments’, and articulating a link between signature digital capabilities and authentic assessments. Future research could explore potential solutions to a tension between mapping digital capabilities and constructive alignment. A methodological contribution of this study was using poems as a way of synthesising findings. Finally, using William Blake’s art as illustration, it is suggested that harnessing a passion for creativity could be a starting point for supporting the digital capabilities of tomorrow’s professionals.
11 citations
Cites background from "The Routledge handbook of multimoda..."
...The underpinning multimodal logic (converting one mode into another) helped with gaining extra meaning (Jewitt, 2009)....
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