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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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Journal Article
TL;DR: This article examined a popularly-oriented Finnish wartime photographic book, Das ist Suomi, from 1943, which introduced Finland's landscapes, culture and people for a German target audience.
Abstract: In this article we examine a popularly-oriented Finnish wartime photographic book, Suomi kuvina. Das ist Suomi. Finnland in Bild und Wort, from 1943, which introduced Finland ‒ its landscapes, culture and people ‒ for a German target audience. We analyze the choices of images and captions and explore how the familiar visual tendencies were both changed and maintained during the war, for instance, through the representation of landscapes and gender. Although the book appears to be a coherent description of an idealized nation, a minute detail in one photograph reveals underlying tensions that challenge the discourse of a nation unified by war.

8 citations

Journal ArticleDOI
TL;DR: In this paper, the authors take its point of departure in the research methodology of a comprehensive and multi-disciplinary innovative intervention study in Swedish preschools with preschoolers aged 3-5, invol...
Abstract: This article takes its point of departure in the research methodology of a comprehensive and multi-disciplinary innovative intervention study in Swedish preschools with preschoolers aged 3–5, invol...

8 citations

Journal ArticleDOI
TL;DR: In this article, the authors present a micro-analytic description of the role vocalizing plays in a single case of professional dance instruction, using a mix of qualitative and quantitative tools to investigate, and more thoroughly characterize, various forms of vocal co-organization.
Abstract: Abstract In this paper we present a micro-analytic description of the role vocalizing plays in a single case of professional dance instruction. We use a novel mix of qualitative and quantitative tools in order to investigate, and more thoroughly characterize, various forms of vocal co-organization. These forms involve a choreographer using vocalization to couple acoustic dynamics to the dynamics of their bodily movements, while demonstrating a dance routine, in order to enable watching dancers to coordinate the intrabodily dynamics of their own simultaneous performances. In addition to this descriptive project, the paper also suggests how such forms of coordination might emerge, by identifying those forms of voice-body coupling as potential instances of “instructional vocal sonification”. We offer a tentative theoretical model of how vocal sonification might operate when it is used in the teaching of movement skills, and in the choreographic teaching of dance in particular. While non-vocal sonification (both physical and computer-generated) is increasingly well-studied as a means of regulating coordinated inter-bodily movement, we know of no previous work that has systematically approached vocal sonification. We attempt to lay groundwork for future research by showing how our model of instructional vocal sonification might plausibly account for some of the effects of vocalization that we observe here. By doing so, the paper both provides a solid basis for hypothesis generation about a novel class of phenomena (i.e., vocal sonification), and contributes to bridging the methodological gap between isolated descriptions and statistical occurrences of a given type of event.

8 citations

01 Jan 2018
TL;DR: In this paper, the authors make an assumption that teachers' mathematics teaching has been studied in many different ways and such studies not often include more contexts than the teacher's teaching practice.
Abstract: Teachers’ mathematics teaching has been studied in many different ways. Such studies not often include more contexts than the teacher’s teaching practice. An assumption in this thesis is that in or ...

8 citations


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

  • ...To capture complexity in communication, the transcript expressed more than one mode (Boistrup & Selander, 2009; West, 2009; Zhao et al., 2014)....

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01 Jan 2013
TL;DR: In this article, a multimodal concept of bricolage is used to describe and analyze how pre-service teacher education students engage multiple learning modes and use them to construct knowledge in their dual roles as last-semester students and future teachers.
Abstract: The focus of this hermeneutic phenomenological study is the current generation of “digital native” or “millennial” pre-service teachers and how, in their dual roles as last-semester students and future teachers, they adopt and use multiple modes to construct knowledge. The study is concerned with the lived experiences of the participants and the multiple “texts” they create. The researcher uses the multimodal concept of bricolage as a frame for describing and analyzing how pre-service teacher education students engage multiple learning modes. Using data collected from an original survey (Multimodal Knowledge Construction Survey), student-participant interviews, teaching methods faculty interviews, and classroom observations, the author provides extensive description, analysis and discussion of how these “digital native” pre-service educators construct, synthesize and interpret meanings through multiple modes. As technologies and media forms proliferate, these simultaneous student-teachers must be aware of and actively reflect upon how different modalities contribute to and shape their own learning experiences as well as the learning experiences of their future students. The researcher calls this process “modal and textual awareness,” or MTA. The conceptual framework and guiding research questions are based on the multimodal studies of Gunther Kress, the pioneering work of the New London Group, Gardner’s multiple intelligences, Mayer’s principles of multimedia learning, and media forms. The two major themes of the study are students’ modal and textual awareness and an inherent, shared tension between structure & guidance and creativity & choice. The three major implications of the study address critical media literacy, assessment, and 21st century learning skills.

8 citations


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

  • ...Though the context of the present study is that of education, “a variety of disciplines and theoretical perspectives can be used to explore different aspects of the multimodal landscape” (Jewitt, 2009, p. 2)....

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  • ...Jewitt (2009) adds that a primary aspect of social semiotic multimodal analysis is “mapping how modal resources are used by people in a given community/social context.”...

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  • ...Jewitt (2009) identifies multimodality as an extension of “the social interpretation of language and its meanings” to a culture’s “whole range of representational and communicational modes or semiotic resources for making meaning” (p. 1)....

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  • ...Rather than “seek to establish a universal inventory” (Jewitt, 2009, p. 22) of multimodal processes and the various pre-service teacher education students that use them, I used the survey, classroom observations, and professor interviews as complementary sources to gather richer contextual data…...

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  • ...Halliday’s systemic functional grammar (SFL) posited two primary functions for language: it should be socially situated, and texts should be understood and appreciated as complex signs (Jewitt, 2009)....

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