Relevant bibliographies by topics / Semiotic multimodality

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Semiotic multimodality'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Semiotic multimodality"

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Kasch, Henrik. "New Multimodal Designs for Foreign Language Learning." Learning Tech, no. 5 (December 20, 2018): 28–59. http://dx.doi.org/10.7146/lt.v4i5.111561.

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Semiotic multimodality theory speaks of new learning affordances in media ecologies, which is both theoretically and empirically echoed in UDL and in CALL literature, but owing to their neuro-didactic respectively technology-driven standpoints both approaches lack theoretical underpinnings for ecology and semiotic multimodality. Enhanced with multimodality theory and ecological perspectives UDL and CALL can crossbreed, forming a multimodally and ecologically aware inclusive design for language learning. This study from an ongoing project investigates the hypothesis from a theoretical and an empirical perspective, examining digital scaffolds. Multimodal-semiotic and ecological perspectives are used to analyse affordances and ecologies in CALL and UDL learning designs. From this analysis, a principled UDL-CALL learning design is constructed. For empirical testing, a mixed-methods research design is proposed, presenting preliminary results indicative of the design’s viability.
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Kalaikova, Yuliya V. "VARIATIONS OF MULTIMODALITY IN DESIGN." Articult, no. 1 (2021): 6–18. http://dx.doi.org/10.28995/2227-6165-2021-1-6-18.

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The article is devoted to variations of design multimodality within the framework of social semiotics and discourse theory, describing the simultaneity and holism of multimodal design texts in a socio-cultural context. The article gives a detailed analysis of multimodality in three directions: deep into the semiotic structure of the design product and the mental processes of its perception; in breadth – in numerous forms of organizing the interaction of communication participants; in time – in aspects of cultural citation. The author identifies and describes structural, citation, a priori multimodality and multimodal interaction. The a priori nature of multimodal perception and conventionality of multimodal design texts is considered as tools for achieving the goals of design communication.
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Hull, Glynda A., and Mark Evan Nelson. "Locating the Semiotic Power of Multimodality." Written Communication 22, no. 2 (April 2005): 224–61. http://dx.doi.org/10.1177/0741088304274170.

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Milyakina, Alexandra. "Rethinking literary education in the digital age." Sign Systems Studies 46, no. 4 (December 31, 2018): 569–89. http://dx.doi.org/10.12697/sss.2018.46.4.08.

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This paper discusses the perspectives of literary education in the context of the transforming of the notions of literature, reading, and learning. While everyday semiotic practices are becoming increasingly digital and multimodal, school education in most countries is still largely focused on mediating original literary texts in print and their established interpretations. Less conventional sources of literary information – brief retellings, comic strips, memes, social media posts – tend to make up a large part of the students’ semiotic environment; yet these are usually dismissed by school education as inaccurate and irrelevant. Cultural semiotics, however, allows regarding pulverized versions of texts as a part of a natural educational system – the culture itself. A holistic approach allows not only integrating everyday semiotic practices into a school curriculum, but also revealing the inherent multimodality, transmediality, and creativity of the literary experience. The paper explores possible implications of semiotics in three aspects of literary education: multimodality and heterogeneity of literary experience; influence of digital media on the perception habits; reading as a creative building of a whole from different fragments. The overarching goal is to enrich school education through a deeper understanding of literary experience and a widening of the spectrum of acknowledged tools, formats and media. The theoretical survey is supported by real-life examples from school practice and recreational reading.
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Kress, Gunther. "Semiotic work." AILA Review 28 (September 14, 2015): 49–71. http://dx.doi.org/10.1075/aila.28.03kre.

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This article imagines a tussle between Multimodality, focused on ‘modes’, and Applied Linguistics (AL), based on ‘language’. A Social Semiotic approach to MM treats speech and writing as modes with distinct affordances, and, as all modes, treats them as ‘partial’ means of communication. The implications of partiality confound long-held assumptions of the sufficiency of ‘language’ for all communicational needs: an assumption shared by AL. Given MM’s plurality of modes and the diversity of audiences, design moves into focus, with a shift from competent performance to apt design. Principles of composition — e.g. linearity versus modularity — become crucial, raising the question at the heart of this paper: how do AL and MM deal with the shape of the contemporary semiotic landscape?
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Bateman, John A. "Transmediality and the End of Disembodied Semiotics." International Journal of Semiotics and Visual Rhetoric 3, no. 2 (July 2019): 1–23. http://dx.doi.org/10.4018/ijsvr.2019070101.

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The phenomena of mixing, blending, and referencing media is a major topic in contemporary media studies. Finding a sufficient semiotic foundation to characterize such phenomena remains challenging. The current article argues that combining a notion of ‘semiotic mode' developed within the field of multimodality with a Peircean foundation contributes to a solution in which communicative practices always receive both an abstract ‘discourse'-oriented level of description and, at the same time, a biophysically embodied level of description as well. The former level supports complex communication, the latter anchors communication into the embodied experience. More broadly, it is suggested that no semiotic system relevant for human activities can be adequately characterized without paying equal attention to these dual facets of semiosis.
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Hermawan, Budi. "MULTIMODALITY: MENAFSIR VERBAL, MEMBACA GAMBAR,DAN MEMAHAMI TEKS." Jurnal Pendidikan Bahasa dan Sastra 13, no. 1 (April 1, 2013): 19. http://dx.doi.org/10.17509/bs_jpbsp.v13i1.756.

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Abstrak Tulisan ini ditujukan khususnya untuk memenuhi dua tujuan utama. Pertama, tulisan ini memperkenalkan dan menjelaskan multimodality sebagai sebuah ‘prosedur analisa’ yang harus digunakan untuk menganalisa teks yang menggunakan lebih dari satu semiotic mode, khususnya yang menggunakan mode verbal dan mode gambar atau imej secara bersamaan dalam sebuah kesempatan penyampaian makna. Kedua, tulisan ini menjelaskan langkah-langkah teknis prosedur analisa multimodality yang dapat digunakan untuk menganalisa teks seperti tersebut dan memberikan contoh penggunaan langkah analisa. Dengan demikian, tulisan ini juga mengeksplorasi manfaat yang dapat diperoleh dari penggunaan ‘prosedur analisa’ ini untuk menganalisa teks. Tulisan ini mendukung argumen yang ditawakan diantaranya oleh Kress dan van Leeuwen (2006), dan Machin dan Myer (2012), yang menyakini bahwa pesan yang disampaikan dengan semiotic mode berbeda secara bersamaan (verbal dan imej) dalam sebuah teks tidak dapat dianalisa hanya dengan alat analisa lingusitik saja, tetapi mengharuskan dua alat analisa yang berbeda yaitu linguistics, dan image analysis tool seperti reading image yang saling mendukung menuju pemahaman makna yang lebih menyeluruh. Bentuk hubungan yang tercipta dari verbal dan imej sebagai dua semiotic mode berbeda dalam sebuah teks juga dipaparkan dalam tulisan ini. Kata-kata kunci: multimodality, semiotic mode, teks, mode verbal, mode imej AbstractThis article was especially to serve two main purposes; firstly, it introduces and elaborates multimodality as a ‘ procedure of analysis’ to use to analyze texts which use more than one semiotic mode, particularly those that use verbal and images at the same time. Secondly, this article both explicates technical steps of the procedure that can be used to analyze given texts, and provides an example of the application of the steps. Hence, though implicitly, the article explores the strengths to gain from the application of the procedure. The article supports the argument offered, among others, by Kress and van Leeuwen (2006), and Machin and Myer (2012), who argue that messages sent in a text using two different semiotic modes at the same time, verbal and visual, should be analyzed by a tool of analysis that combines the analysis of verbal and visual such as Systemic Functional Linguistics (SFL) for the analysis of verbal, and Reading Images for the analysis of the images. These, work together to unearth the messages to allow us better interpretation and understanding of the messages. The relations between verbal-visual are also discussed in this article Keywords: Multimodality, semiotic mode, text, verbal, images
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Campano, Gerald, and David Low. "Multimodality and Immigrant Children." Contemporary Issues in Early Childhood 12, no. 4 (January 1, 2011): 381–84. http://dx.doi.org/10.2304/ciec.2011.12.4.381.

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This response to Marni Binder reflects upon two examples of (im)migrant children's artwork and challenges the dominant notion that (im)migration experiences — and their subsequent portrayals — can be fit into neat slots. The authors position multimodal composing opportunities as affording children a vital instrument for deploying their full semiotic repertoires to defy stereotypes and capture the complexities of experience.
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Forceville, Charles J. "Multimodality: A Social Semiotic Approach to Contemporary Communication." Journal of Pragmatics 43, no. 14 (November 2011): 3624–26. http://dx.doi.org/10.1016/j.pragma.2011.06.013.

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Biga, Jimena. "Semiotic multimodality and the perception of the past." Proceedings of the 14th World Congress of the International Association for Semiotic Studies (IASS/AIS) 3 (2021): 271–83. http://dx.doi.org/10.24308/iass-2019-3-025.

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Dissertations / Theses on the topic "Semiotic multimodality"

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Thabela, Tendani Mulanga. "Resemiotization and discourse practices in selected television advertisements in South Africa." University of the Western Cape, 2011. http://hdl.handle.net/11394/5381.

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Magister Artium - MA
This study demonstrates how advertisers re-voice and re-perform others' gestures and actions (Prior and Hengst, 2010). The focus is on the mobility of semiosis across boundaries and practices. It uses Multimodal Discourse Analysis (Kress and Van Leeuwen, 1996, 2001, 2006) Semiotic Remediation/Resemiotization (Iedema, 2003, 2010; Prior and Hengst, 2010) as the theoretical/analytical framework. The idea is to explore how semiotic elements are remediated through intertextual references and multimodality and how semiotic remediation is employed in the process of re-creation and re-purposing of objects and messages in the selected television advertisements. Drawing on MTN, Vodacom, Kentucky Fried Chicken (KFC) and Nando's television advertisements, the study shows how popular, historical, cultural and political discourse is reproduced and re-lived as a creative idea in the selected television advertisements in the process of re-branding. In this regard, resemiotization or semiotic remediation is seen as social practice and an integral part of the marketing strategy in the South African television advertising industry. Upon examination, the study establishes that some selected television advertisements have been extensively re-worked and re-purposed. Therefore, resemiotization and/or semiotic remediation are found to be resourceful tools for the marketing discourse. Thus, the study found that South African advertising discourse depends primarily on societal discourses such as politics, history, cultural traditions and popular culture as its base for creativity. In terms of language use in South African advertising, the study has revealed that television advertisements are moving towards a localised language practice and/or localised English.
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Roux, Shanleigh Dannica. "A social semiotic approach to multimodality in the Vagina Varsity YouTube campaign series." University of the Western Cape, 2019. http://hdl.handle.net/11394/6928.

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Philosophiae Doctor - PhD
This study investigated the semiotic resources used by Vagina Varsity, a campaign by sanitary towel brand Libresse on the social media platform YouTube to construct meanings around the female body. Vagina Varsity is a South African online advertising campaign on YouTube which marketed their sanitary products, whilst educating, as well as breaking the social stigma, around the black female body. In this study, YouTube was utilized as a space in which to analyze online identities and communication. The study was located within the field of linguistic landscape (LL) studies, including the sub-field virtual linguistic landscapes (VLL), later reformulated as virtual semioscapes. The conceptual framework was undergirded by multimodality/multisemioticity and feminist theory. The study used a mixed methods approach to data collection, and used a virtual linguistic ethnography (VLE) framework to collect the data sources, which included YouTube videos, YouTube comments, and emails. A focus group interview was also conducted, where the Vagina Varsity videos were shown to a group of diverse youth at the University of the Western Cape, South Africa. The embodied discourses which emerged, as well as the discourse strategies of the commentators, were multimodally analysed. The study found that the Vagina Varsity course makes use of multiple modes, including embodied semiotics such as gestures and stylizations of voice, visual modes such as cartoon figures, as well as the strategic use of sound. In addition, the study found that educational content and marketing strategies are both embedded in this campaign, with the educational content overshadowing the advertising aspect. It is for this reason that the YouTube comments and focus group interview were centered on the program itself and not the advertisement. Furthermore, when looking at the medium this campaign used, one sees that the virtual space allows for the teaching of taboo topics, which would not be allowed in traditional educational domains. The virtual space is not only bridging the knowledge gap in the topic of sex education, it also bridges the gap between different communities, as the YouTube comment section allows for people to interact across regional, national and even cultural boundaries. This study also found that Vagina Varsity not only recontextualized the educational genre, but they have also recontextualized the production and consumption of a topic which would otherwise be considered taboo. In terms of the implications for the study, one finds that the stigma that is attached to this subject is removed from this content. Although one cannot say for certain that this type of education will take over the African traditional initiation ceremonies for girls, for example, it can be used to complement some of the content that traditional counselors and social workers use to teach young African women. The fact that the program is formalized in a curriculum that can be found online opens up possibilities for open dialogue across cultures and nations in terms of feminine hygiene. This study contributes to the field of Linguistic Landscapes studies, with specific focus on virtual linguistic landscapes. The study also illustrates that the affordances of the online space allows for a hybrid edutainment space where people can learn about topics which are considered taboo in the domain of formal education. This study also extends the concept of multimodality, by including notions such as semiotic remediation and resemiotization, as well as immediacy and hypermediacy, as tools of multimodal analysis. This study also contributes to studies on gender and sexuality.
2022-08-31
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O'Brien, Maeliosa. "Intersecting spaces : exploring architectural students' meaning-making through a social semiotic multimodality lens." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20592/.

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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.
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au, m. muller@murdoch edu, and Martina Müller. "A Semiotic Investigation of the Digital: What Lies Beyond the Pixel." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080717.92700.

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This dissertation explores the implications of new photographic and computer technologies that offer the transduction of modalities. The fundamental argument, here, is that such technologies ‘change’ the process of sense-making resulting in a new asymmetry that informs the visual language of the creative work. I argue that the processes of language analysis can assist us in the interpretation of multimodal texts and that a digital illustration can be analysed via the theoretical framework ‘built’ from the first linguistic concepts such as those to be found in the texts of Plato, Aristotle, Augustine and Locke. A semiotic method applied in the context of digital artwork, and developed from the linguistic-semiotic stand-point, is well suited for an examination of the intermodal relations (the relations between layers in a multi-layered image file). By examining the layered structures of my images I demonstrate the evident similarity between the disconnection of the components of the linguistic sign on the one hand and the visual sign on the other hand. The analysis of a digital image, especially created for this purpose, is expanded by an investigation that offers a partial reading from an insider’s point of view that involves an image being analysed on the conceptual level. This involves the examination of the primary internal relations between the layers of the image, and on the level of expression, the examination of the primary external relations between the layers and the narrative of the image. In its deployment the semiotic method I use investigates the existence and the conditions of a space in which the individual readings from the perspective of outsider and insider might be conceptualized and presents a partial reading derived from an outsider’s interpretation of the same image. After comparing both readings I arrive at the conclusion that the different texts’ modalities have an impact on the degree of the sign components’ disconnection. My conclusion, then, is that an outsider who cannot view the image in its multimodal form assigns sign components in a higher degree of disconnection than an insider who has access to the intermodal relations of the image file.
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Casas, Maria Caridad. "Multimodality in the poetry of Lillian Allen & Dionne Brand : a social semiotic analysis." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020390/.

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This thesis develops social semiotic theory by asking it to account for the meaning-making practices of African-Canadian poets Lillian Allen and Dionne Brand. Its primary aim is to develop the theory, though it attempts to describe in new and interesting ways certain moments in these oral / written texts at the margins of the literary. The research question, what is the relationship between spoken creole and English writing? is an entry into the political issues raised by the texts themselves, and larger issues of clisciplinarity and the epistemologies of linguistic and literary studies. After giving an account of their literary-historical and black feminist contexts and an overview of the poetry of Allen and Brand, I look for a poststructuralist semiotic model of the relationship between letter and sound in Derrida's "The End of the Book and the Beginning of Writing". Finding his -07 version phonetic writing too restricted to account for the practices of Allen and Brand, and deconstruction only a partial explanation of Caribbean feminist poetics, I develop a critical sociolinguistic / social semiotic account of language standardisation, conventionality, and grammar. With the aid of Saussure's Cours 4 linguistique generale, I work out the formal properties of the sign necessary to account for these, and then go on to explain how they work in the texts of Allen and Brand using two social semiotic principles of production: "projection" and "embodiment". My thesis is that orality is a mode, as is dialect (including standardised language), the English grapholect, and the semiotic body. Each of these has certain meaning-making affordances not accessible in the others. The writing of Allen and Brand, as well as Allen's performance, use each of these modes to create different meanings.
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Björklund, Boistrup Lisa. "Assessment Discourses in Mathematics Classrooms : A Multimodal Social Semiotic Study." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-43208.

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This is a study of assessment in mathematics classrooms and assessment is here regarded as a concept with broad boundaries including e.g. diagnostic tests, portfolios, and acts in teacher-student communication. The study’s purpose is to analyse and understand assessment acts in discursive practices in mathematics classroom communication in terms of affordances for students’ active agency and learning. Five mathematics classrooms are visited and the main data consists of video-recordings and written classroom material. In the study, I examine assessment acts, focuses of assessment acts, and roles of semiotic resources (symbols, gestures, speech etc.). With these findings as a basis, four discourses of assessment in mathematics classrooms are construed. A main conclusion is how the construed discourses hold different affordances for students’ active agency and learning. One discourse, “Do it quick and do it right” has similarities to a traditional discourse of assessment described in previous research. In a second discourse, “Anything goes”, students’ performances that can be regarded as mathematically inappropriate are left unchallenged. In both these discourses the affordances for students’ active agency and learning of mathematics are considered low. In a third discourse, “Anything can be up for a discussion”, the focuses of assessment acts are mainly on mathematics processes and available semiotic resources are connected to these focuses. The fourth discourse, “Reasoning takes time”, takes it one step further with a lower pace and an emphasis on mathematics processes such as reasoning and problem-solving. In these two latter discourses the affordances for students’ active agency and learning of mathematics are high. I contend that there is positive power in an increased awareness of discourses like these. The four discourses of this study can be powerful in discussions about, understandings of, and positive changes in assessment practices in mathematics classrooms.
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Jensel, Leanne C. L. "A semiotic analysis of user manuals for two blender brands." University of the Western Cape, 2016. http://hdl.handle.net/11394/4842.

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Magister Artium - MA
Technical documentation comes in a variety of forms such as installation or operation manuals, quick reference guides, maintenance manuals, user manuals, policy and procedure manuals or marketing brochures and flyers (Walsh, 2012). What all these sub-genres have in common is that the texts that correspond to them seek to inform and give instruction about procedures, behaviour and actions related to products (Schäffner & Wiesemann, 2001: 49). Manuals have been described as “the complete reference source for a product’s operation, maintenance and safety” (Cowley & Wogalter, 2011: 1773). For the purpose of this study, we will focus on one form of technical documentation, namely user manuals. The terms “documentation” and “manuals” will be used interchangeably. Although there are probably as many manuals as there are products in our homes, these user manuals have not frequently been the subject of academic study in the South African context. The relative lack of research into user manuals is especially regrettable at a time when new product liability legislation and trade regulations (e.g. the Consumer Protect Act of South Africa, 2008) have enhanced the profile of product manuals in public and regulatory discourse. As a result of this relative neglect, it is not known how understandable, relevant and therefore empowering users of products find these manuals. There is also not much knowledge concerning the level of compliance in manuals to the provisions of product liability legislation. This study therefore proposes to investigate the comprehensibility and usability of user manuals associated with two products (blenders) marketed in South Africa. It will draw on theories and methods of analysis associated with technical writing, analysis of terminological consistency, genre and multimodality, to evaluate the selected manuals from the standpoint of a subset of the criteria listed in Section 22(2) of the Consumer Protection Act of South Africa, No. 68 of 2008, which was later amended in 2011. The methodology for the proposed study will combine text analysis (by the researcher) with comprehension and usability tasks performed by selected participants. Data from these sources will be collated and analysed to determine the conformity of the manuals to criteria in the Consumer Protection Act of South Africa, and the effect the manuals have on product users. Areas for optimising (improving) the manuals will also be identified.
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Tuomi, Juha. "Digitala läromedel och didaktik : Upplevelsen av digitala och fysiska läromedel i gymnasiet." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-134577.

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The purpose of the research is to identify how pupils and teachers experience different kind of study material in school. It is also important to know which factors affect these experiences. This is what my study will examine. The key-factor to be able to interpret different kinds of multimodal literacy is to understand its textual genre. Pupils and teachers need a certain level of technological skills to be able to create multimodal text and to have an estimation of the purpose of different text genres. To analyze the research material a hermeneutic method is used with a phenomenographic focus of the experience that the survey data and interviewed informants provide for the research. Results shows that some experience is similar between the teachers and pupils concerning the different study materials, then again preference might differ when it comes to preparations for tasks or lectures. Something all informants agree upon, is that the computer as digital tool is positive since it is used in every subject in school and it is never lost or forgotten at home by pupils.
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Borgfeldt, Eva. "”Det kan vara svårt att förklara på rader” : perspektiv på analys och bedömning av multimodal textproduktion i årskurs 3." Doctoral thesis, Göteborg : Acta universitatis Gothoburgensis, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-17655.

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Drawing and coloring have been part of young students text making as  longas the writing system has been used, but with the increased use of digital tools and an enlarged focus on accountability of today there is a reinforced educational interest to understand what constitutes multimodal student texts in the context of classroom practice. This thesis project overall aim is to highlight and discuss the opportunities and difficulties in the assessment of language and knowledge-developing multimodal text work in a multilingual educational context.Conceptually the study is grounded in sociocultural theories, in sociosemiotic theory and in multiliteracies research. The methods used consist of qualitative multimodal text analysis and semi-structured interviews with students and their teacher.The three empirical studies were carried out, each having a different perspective. The first study looks at the text production of students in an integrated work of drawing, coloring and writing. The second study focuses how students reason when they choose to draw, write or both draw and write when they report to their teacher what they have learned. The third study discusses what the teacher highlights when assessing her students’ multimodal text productions. Overall, the results show that the semiotic resources, images and color, dominate students’ text productions and that the teacher attaches great importance to the illustrations, but that she, despite the best intentions, has trouble using multimodal criteria when assessing the students’ different ways of expressions and semiotic resources into a whole. It seems to be problematic for the teacher to allow students to freely interpret and independently design the task while she at the same time intends to make an overall assessment of how the content is presented. The results also indicate that it is difficult  for  the  students  to  verbalize  their  thoughts on the assessment and in practice; the teacher more often is focused on assessing abilities relating to how thoroughly the students carry out the process of documenting rather than encouraging the students to develop and express their knowledge. Finally, the thesis concludes with discussing the content of an ongoing need for research, especially regarding the consequences it may have for younger students, whatever language background they have.

Ytterligare delarbeten

Borgfeldt, E., & Lyngfelt, A. (2017). ”Jag ritade först sen skrev jag”. Elevperspektiv på multimodal textproduktion i årskurs 3. Forskning om undervisning och lärande 2017: 1 vol. 5, s. 64-88. http://www.forskul.se/tidskrift/nummer18/jag_ritade_forst_sen_skrev_jag_ __elevperspektiv_pa_multimodal_textproduktion_i_arskurs_3Borgfeldt, E. (2017).

Multimodal textproduktion i årskurs 3 – analys av en lärares bedömning. Educare: 2017: 1, s. 118-151. Malmö: Lärande och samhälle, Malmö högskola. https://www.mah.se/upload/FAKULTETER/LS/Dokument%20LS/Educa re%2017.1%20muep.pdf

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Falthin, Annika. "Musik som nav i skolredovisningar." Licentiate thesis, Kungl. Musikhögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-123.

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Music as a hub in school presentationsThe aim of the study is to elucidate how making meaning is constituted when lower secondary pupils play music when giving accounts of other school subjects than music. The empirical material consists of four presenta- tions in the subjects of physics, religion and Swedish, which were filmed during ordinary lessons in a lower secondary school. In addition the data consists of nine filmed stimulated recall interviews with the pupils and their teachers, which were also filmed.Social semiotic multimodality constitutes the study’s theoretical and methodological point of departure. The perspective enables investigation of the pupils’ playing of music and music in its multimodal context, and of how different dimensions of meaning are constructed. The filmed presentations were transcribed into music scores in order to visualise the multimodal events of the presentations. Three different categories of meaning were used, ideational, interpersonal and textual meaning, to analyse how music relates to other modes of communication.The results show how the temporal functions of music serve as frame- work and motor, what the music narrates in relation to the subject content and what interpersonal relations the music communicates. The young peo- ple’s knowledge of music manifests itself in the different accounts as an ability to use and adapt musical knowledge to a context where another sub- ject than music is in focus. The presentations of Swedish are travesties of well-known songs and the pupils stick to the given form. In the other presen- tations the pupils themselves had compiled the music and the result was a form of musical works where the music does not follow any model or certain genre. The informants think that this working method implies that the work is experienced as meaningful both to themselves and to the audience.
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Books on the topic "Semiotic multimodality"

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Multimodality: A social semiotic approach to contemporary communication. London: Routledge, 2010.

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Kress, Gunther R. Multimodality: Exploring contemporary methods of communication. Abingdon: Routledge, 2009.

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Knight, Dawn. Multimodality and active listenership: A corpus approach. London: Continuum International Pub. Group, 2011.

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Doloughan, Fiona J. Contemporary Narrative: Textual production, multimodality and multiliteracies. London: Continuum International Pub. Group, 2011.

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New discourse on language: Functional perspectives on multimodality, identity, and affiliation. London: Continuum, 2010.

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Bateman, John A. Multimodality and genre: A foundation for the systematic analysis of multimodal documents. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2008.

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Bateman, John A. Multimodality and genre: A foundation for the systematic analysis of multimodal documents. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2008.

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honouree, Kress Gunther R., ed. Multimodality and Social Semiosis: Communication, Meaning-Making and Learning in the Work of Gunther Kress. New York: Routledge, 2013.

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Multimodality, Learning and Communication: A social semiotic frame. Routledge, 2015.

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Multimodality, Learning and Communication: A Social Semiotic Frame. Routledge, 2015.

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Book chapters on the topic "Semiotic multimodality"

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Fei, Victor Lim. "Problematising ‘Semiotic Resource’." In Perspectives on Multimodality, 51–62. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/ddcs.6.05fei.

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Muntigl, Peter. "Modelling Multiple Semiotic Systems." In Perspectives on Multimodality, 31–50. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/ddcs.6.04mun.

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van Leeuwen, Theo. "A social semiotic theory of synaesthesia." In Multimodality and Identity, 139–63. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003186625-8-9.

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Canale, Germán. "Toward a Multimodal Socio-Semiotic Account of Learning." In Technology, Multimodality and Learning, 41–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21795-2_3.

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Bateman, John A. "The GeM Model: Treating the Multimodal Page as a Multilayered Semiotic Artefact." In Multimodality and Genre, 107–42. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230582323_3.

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Eckkrammer, Eva Martha. "Drawing on Theories of Inter-semiotic Layering to Analyse Multimodality in Medical Self-Counselling Texts and Hypertexts." In Perspectives on Multimodality, 211–26. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/ddcs.6.14eck.

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Király, Hajnal. "The Dance of Intermediality: Attempt at a Semiotic Approach of Medium Specificity and Intermediality in Film." In Media Borders, Multimodality and Intermediality, 199–210. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230275201_14.

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Scibetta, Andrea. "Chinese migration(s) to Italy beyond stereotypes and simplistic views: the case of the graphic novels Primavere e Autunni and Chinamen." In Studi e saggi, 91–108. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-260-7.05.

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The current contribution aims at describing some key-aspects of Rocchi and Demonte’s graphic novels “Primavere e Autunni” (2015) and “Chinamen” (2017), especially in relation to: 1) the historical reconstruction of Chinese migration to Italy; 2) the challenge of widespreading negative stereotypes against Chinese migrants, which still characterize dominant public discourse in Italian society. The first paragraph will highlight theoretical aspects of both works, in particular relation to the literature on migration and of migration, with Sinoitalian literature, as well as with macro- and micro-aspects of Chinese migration to Italy. After that, some common points of both works will be underlined, including structure and style, semiotic aspects, communicative functions and multimodality. The third paragraph will specifically focus on a series of key-figures described in the graphic novels, which contribute to draw the attention to specific aspects regarding Chinese historical presence in Milan and in Italy.
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van Leeuwen, Theo. "The social semiotics of identity." In Multimodality and Identity, 5–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003186625-1-2.

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Dicerto, Sara. "On the Road to Multimodality: Semiotics." In Multimodal Pragmatics and Translation, 15–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69344-6_2.

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Conference papers on the topic "Semiotic multimodality"

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Culache, Oana. "SHIFTING FROM CHANNELS AND CODES TO MODES: A RECONCEPTUALIZATION OF BRAND COMMUNICATION VIA MULTIMODALITY." In New Semiotics. Between Tradition and Innovation. IASS Publications, 2015. http://dx.doi.org/10.24308/iass-2014-079.

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