Journal articles: 'Semiotic multimodality'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

Kress, Gunther. "Semiotic work." AILA Review 28 (September 14, 2015): 49–71. http://dx.doi.org/10.1075/aila.28.03kre.

Full text

Abstract:

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?

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Luchinskaya, Elena, Rosa Volkova, Bella Kabanyan, and Yury Luchinsky. "Polycode as a multimodality of academic discourse." E3S Web of Conferences 273 (2021): 12160. http://dx.doi.org/10.1051/e3sconf/202127312160.

Full text

Abstract:

The article is devoted to the study of polycode in academic discourse. The purpose of the article is to describe polycode as one of the parameters of academic discourse, understood as a complex social and communicative activity in education. Academic discourse includes subjects, objects, and products of communication in a particular social environment. The article raises the question of the use of polycode in the educational environment at the university. Polycode is understood as a strategy, or a technique by which participants of communication are influenced by complex code systems. It is proved that in the terms of modern technological progress, new technologies help to use the effective ways of presenting information during academic discourse based on computer technologies, various resources and services, that is a combination of various semiotic codes. Linguocognitive and linguopragmatic approaches are actual in the determination and selection of semiotic codes, both verbal and non-verbal and necessary for certain educational situation. The study emphasizes that most modern texts are multimodal, created and represented by various semiotic codes and channels, as well as modes (image, writing, speech, etc.) of communication.

APA, Harvard, Vancouver, ISO, and other styles

12

Kutscher, Silvia. "Multimodale graphische Kommunikation im pharaonischen Ägypten: Entwurf einer Analysemethode." Lingua Aegyptia - Journal of Egyptian Language Studies 28 (November 2020): 81–116. http://dx.doi.org/10.37011/lingaeg.28.03.

Full text

Abstract:

“Multimodal graphic communication in Ancient Egypt: A method for analysis”: This article presents a method to analyse Hieroglyphic-Egyptian artefacts based on the semiotic approach of multimodality. In a first step, the theoretical background of multimodality research is given and its methodological application to Hieroglyphic-Egyptian text-image-compositions is discussed. In a second step, the method is illustrated analysing a relief from an Old Kingdom mastaba in Giza – the will of Wep-em-nefert (G8882). In a third step, some graphic techniques for information structuring are compared to similar techniques that can be found in Franco-Belgian comics. In indenting semiotic methods of multimodality research with Egyptology, this article presents a new perspective for the investigation of Hieroglyphic-Egyptian artefacts, which opens new grounds for both research areas and for interdisciplinary dialog.

APA, Harvard, Vancouver, ISO, and other styles

13

Tykha, U. "Multimodal Diversity of Postmodernist Fiction Text." Journal of Vasyl Stefanyk Precarpathian National University 3, no. 4 (December 30, 2016): 64–69. http://dx.doi.org/10.15330/jpnu.3.4.64-69.

Full text

Abstract:

The article is devoted to the analysis of structural and functional manifestations of multimodal diversity in postmodernist fiction texts. Multimodality is defined as the coexistence of more than one semiotic mode within a certain context. Multimodal texts feature a diversity of semiotic modes in the communication and development of their narrative. Such experimental texts subvert conventional patterns by introducing various semiotic resources – verbal or non-verbal

APA, Harvard, Vancouver, ISO, and other styles

14

Kress, Gunther. "‘Partnerships in research’: multimodality and ethnography." Qualitative Research 11, no. 3 (June 2011): 239–60. http://dx.doi.org/10.1177/1468794111399836.

Full text

Abstract:

Argued from the perspective of a Social Semiotic Multimodal theory the article asks whether and in what ways ‘Ethnography’ and ‘Social Semiotics’ can or should be brought together to mutual advantage. It suggests that such an enterprise is ‘of its time’: the world as mirrored in existing disciplines has changed and the disciplines that co-constituted and co-evolved with that world can no longer do the job they once did in a now differently constituted world, which poses problems that may need the complementary capacities of related theories and methodologies. This is not an argument for ‘triangulation of data’. Drawing on examples from empirical research, the article points to the gaps which may emerge between research aims and the capacities of specific theories and methodologies to provide, or not, adequate and full answers to aims and questions. Through exemplifications the article raises questions about ‘epistemological compatibility’ of theories and methodologies that are brought into conjunction and asks to what extent we can expect descriptive and analytic complementarity in outcomes if two approaches are epistemologically incompatible? In this, the article opens the new issue of the ‘reach of a theory’.

APA, Harvard, Vancouver, ISO, and other styles

15

Insulander, Eva. "Book Review: Multimodality: A Social Semiotic Approach to Communication." Visual Communication 10, no. 4 (October 14, 2011): 593–95. http://dx.doi.org/10.1177/1470357211415796.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Ribeiro, Ana Elisa. "Tecnologia e poder semiótico: escrever, hoje." Texto Livre: Linguagem e Tecnologia 8, no. 1 (July 31, 2015): 112–23. http://dx.doi.org/10.17851/1983-3652.8.1.112-123.

Full text

Abstract:

RESUMO: Este trabalho propõe a reflexão sobre aspectos da produção de textos, nos dias de hoje, dentro e fora da escola, com inspiração em ideias de Gunther Kress, principalmente. Em uma paisagem comunicacional em que é possível empregar muitos recursos tecnológicos e obter diversos efeitos, em muitas modulações de linguagem, é importante pensar a produção de textos em níveis de multimodalidade cada vez mais expressivos. A escola pode participar desse cenário, ao propor a reflexão e a prática sobre a escrita, contribuindo para a ampliação do “poder semiótico” das pessoas, a despeito da ênfase que vem sendo dada à "redação do ENEM", no ensino médio. PALAVRAS-CHAVE: Produção de textos. Multimodalidade. Poder semiótico. Redação.ABSTRACT: This paper proposes a discussion about aspects of writing process, nowadays, in and out of school. It is inspired mainly in Gunther Kress ideas about multimodality and semiotic power. Considering our complex comunicational landscape, in which we can employ many technological resources and get different language effects, it is important to think about writing processes in the sense of increasingly significant multimodality levels. Schools can participate in this scenario by proposing reflection and practice on writing, contributing to the expansion of "semiotic power" of people, despite the emphasis that has been given to the ENEM (a national test to university entrance) in brazilian high school.KEYWORDS: Writing. Multimodality. Semiotic power. Texts production.

APA, Harvard, Vancouver, ISO, and other styles

17

Belyakov, Mikhail V. "Semiotic Dominants of the Information Presentation in Digital Diplomacy." RUDN Journal of Language Studies, Semiotics and Semantics 10, no. 3 (December 15, 2019): 593–601. http://dx.doi.org/10.22363/2313-2299-2019-10-3-593-601.

Full text

Abstract:

The diplomatic communications represents complex system consisting of various components. The article deals with the examples of elements presentation in this system on a site of diplomatic services of Russia subject to communicative tactics, a level of polycode and multimodality in information wars. Characteristic semiotics features of the information presentation are highlighted.

APA, Harvard, Vancouver, ISO, and other styles

18

Masorong, Sharifa Khalid. "Cultural Colors Used By Maranaos And Tausugs As Reflections Of Their Characteristics And Behaviors." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 96–103. http://dx.doi.org/10.21016/irrc.2015.ju14wf70o.

Full text

Abstract:

Human intelligence and social life are very much dependent on the existence of signs. Looking for signs and finding its meaning may vary from one person to another. Human lives are basically characterized by signs that are intertwined. Charles Peirce even equated life as “perfusion of signs.” In this study, a semiotic analysis was applied to identify the color semiotics and if it has an impact to the Maranao and Tausug culture when it comes to social interaction in school and in society. Theories of Peirce and Kress’ multimodality were used. It was found out that true to the color semiotic analysis, the dominant colors used by the cultures Maranao and Tausug demonstrate their characters in dealing with society. The results showed that the use of signs and symbols are really important in meaning-making. In cultural semiotic, the uses of these signs basically lead to the culture's understands of themselves as well as the community. The signs and symbols were teamed together because society see and believes in their connection. These colors were used unconsciously as part of their culture. The research also showed that the use of colors is generally dictated by the cultures’ lifestyle and behaviors.

APA, Harvard, Vancouver, ISO, and other styles

19

Millet, Agnès, and Isabelle Estève. "Transcribing and annotating multimodality." Gesture and Multimodal Development 10, no. 2-3 (December 31, 2010): 297–320. http://dx.doi.org/10.1075/gest.10.2-3.09mil.

Full text

Abstract:

This paper deals with the central question of transcribing deaf children’s productions. We present the annotation grid we created on Elan®, explaining in detail how and why the observation of the narrative productions of 6 to 12 year-old deaf children led us to modify the annotation schemes previously available. Deaf children resort to every resource available in both modalities: voice and gesture. Thus, these productions are fundamentally multimodal and bilingual. In order to describe these specific practices, we propose considering verbal and non-verbal, vocal and gestural, materials as parts of one integrated production. A linguistic-centered transcription is not efficient in describing such bimodal productions, since describing bimodal utterances implies taking into account the ‘communicative desire’ (‘vouloir-dire’) of the children. For this reason, both the question of the transcription unit and the issue of the complexity of semiotic interactions in bimodal utterances need to be reconsidered.

APA, Harvard, Vancouver, ISO, and other styles

20

Alsadi, Wejdan M. "I see what is said: The interaction between multimodal metaphors and intertextuality in cartoons." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2015 (January 1, 2015): 13–19. http://dx.doi.org/10.33178/boolean.2015.4.

Full text

Abstract:

Printed material, such as advertisements, manuals, instruction books, maps, graphics, and cartoons usually depend on the interaction between verbal and pictorial/visual modes to convey messages and information. The interaction of those different semiotic modes to make meaning is described as multimodality, and hence a multimodal theory of communication has been established. While the emphasis on the verbal-visual interaction is not new, its contribution to the field of linguistics has been recently developed. A linguist whose concern has for a long time been on verbal language, either written or spoken, is now better able to analyse the language of advertisements, the meaning of which is also communicated through visual features; and examine a news text accompanied by an image or a photograph. However, Jewitt (2009) provided a definition of multimodality that focused on the role of different semiotic modes (verbal, visual, and audio/visual) in achieving meaningful communication: The following is a ...

APA, Harvard, Vancouver, ISO, and other styles

21

Gu, Yueguo. "Morris’ Lost Pragmatics." Chinese Semiotic Studies 15, no. 2 (May 30, 2019): 217–42. http://dx.doi.org/10.1515/css-2019-0014.

Full text

Abstract:

Abstract The pragmatics envisaged by its founding father Charles Morris addresses issues of behavioral semiotics, of which multimodality and sign behavior are two building blocks. Decades of development in linguistic pragmatics has witnessed a continuous narrowing in scope. The narrowing reaps the benefit of sharp focus and in-depth research into some narrow topics. At the same time, it has resulted in some crucial areas, such as Umwelt, left barren. The paper first briefly reviews Morris’ envisaged pragmatics, which is argued to be essentially multimodal semiotic pragmatics in nature. Then it argues for embarking on Morris’ original program through reviewing researches, explicitly Morrisian or otherwise, that have already been converging toward this direction.

APA, Harvard, Vancouver, ISO, and other styles

22

Et. al., Kawa Abdul–Kareem Sherwani,. "Multimodal Discourse Analysis for teaching English as a Second Language." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 10, 2021): 279–85. http://dx.doi.org/10.17762/turcomat.v12i2.712.

Full text

Abstract:

New technological developments have boosted the use of different modes or semiotic resources; social changes and developments, on the other hand, have changed the process of meaning making because discourse shapes and is shaped by social practices. Semiotic resources are used in communication (language, sound, gestures, facial expressions … etc) and this has impact and reflections on the methods of teaching. Literacy is not only about reading and writing, it rather means the ability to communicate through multiple modes. Hence, it is important to embed multimodality (the study of using multiple modes) in educational settings

APA, Harvard, Vancouver, ISO, and other styles

23

Flewitt, Rosie. "Bringing ethnography to a multimodal investigation of early literacy in a digital age." Qualitative Research 11, no. 3 (June 2011): 293–310. http://dx.doi.org/10.1177/1468794111399838.

Full text

Abstract:

In this article I reflect on the insights that the well established traditions of ethnography can bring to the more recent analytic tools of multimodality in the investigation of early literacy practices. First, I consider the intersection between ethnography and multimodality, their compatibility and the tensions and ambivalences that arise from their potentially conflicting epistemological framings. Drawing on ESRC-funded case studies of three and four-year-old children’s experiences of literacy with printed and digital media,1 I then illustrate how an ethnographic toolkit that incorporates a social semiotic approach to multimodality can produce richly situated insights into the complexities of early literacy development in a digital age, and can inform socially and culturally sensitive theories of literacy as social practice (Street, 1984, 2008).

APA, Harvard, Vancouver, ISO, and other styles

24

Oleksiak, Timothy. "Multimodality: A Social-Semiotic Approach to Contemporary Communication, by Gunther Kress." Rhetoric Society Quarterly 42, no. 3 (May 2012): 297–99. http://dx.doi.org/10.1080/02773945.2012.682848.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Iedema, Rick. "Multimodality, resemiotization: extending the analysis of discourse as multi-semiotic practice." Visual Communication 2, no. 1 (February 2003): 29–57. http://dx.doi.org/10.1177/1470357203002001751.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Armfield, Dawn M. "Multimodality: A Social Semiotic Approach to Contemporary Communication. By Gunther Kress." Technical Communication Quarterly 20, no. 3 (July 2011): 347–49. http://dx.doi.org/10.1080/10572252.2011.551502.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Diamantopoulou, Sophia. "Engaging with children's graphic ensembles of an archaeological site: A multi-modal social semiotic approach to learning." HERMES - Journal of Language and Communication in Business 21, no. 41 (August 28, 2017): 81. http://dx.doi.org/10.7146/hjlcb.v21i41.96815.

Full text

Abstract:

Children’s drawings have been widely used in the ﬁeld of museum education as indicators for learning, as well as means for evaluating the teaching that takes place in a museum or a heritage site. This paper employs social semiotics and multimodality as tools for introducing a different perspective when it comes to building a descriptive and an interpretative framework for analysing children’s production, as representative of their learning. The insight into their work is based on the assumptions that learning can be multi-modally mediated through a particular pedagogy and further be made accessible to us through the material realisation of children’s production across multiple modes. The paper aims to explore the implications of this position for generating knowledge about children’s learning. The main argument discussed here is that engaging with a child’s graphic ensemble through a multimodal and social semiotic perspective can enable us, hypothetically, to recover children’s meanings about the archaeological site as well as the aspects of their overall learning experience. Viewing their graphic ensembles as constructions that are interest driven and multi-modally realized could open up more possibilities for accessing the agendas and interests that guide their learning. The paper further uses this visual material as an opportunity to argue that when engaging with children’s learning, multimodality can work not as a theory on its own means, but as the framework that conditions a theory (e.g. social semiotics and discourse) into a direction of encompassing more possibilities for reading their understanding of the world.

APA, Harvard, Vancouver, ISO, and other styles

28

Mazzali-Lurati, Sabrina, Chiara Pollaroli, and Silvia De Ascaniis. "Multimodality and argumentation in online travel reviews." International Review of Pragmatics 10, no. 2 (June 11, 2018): 270–93. http://dx.doi.org/10.1163/18773109-01002007.

Full text

Abstract:

Abstract In this paper we reconstruct the hierarchy of discourse acts that reviewers build in multimodal online reviews for tourist attractions. We aim at showing (1) how reviewers employ different semiotic modes to fulfil the communicative action of tourist recommendation, and (2) the pragmatic function of photographs in the hierarchy of discourse acts. By adopting the framework of Congruity Theory (e.g., Rigotti, 2005; Rocci, 2005), we analyze a sample of positive and negative multimodal reviews of the Great Cathedral and Mosque in Cordoba (Spain) published by tourists on TripAdvisor. We show that the multimodal elements of the reviews fulfil different pragmatic functions within the overall communicative action of providing advice on the tourist site.

APA, Harvard, Vancouver, ISO, and other styles

29

Canducci, Michele, Andrea Rocci, and Silvia Sbaragli. "The influence of multimodal textualization in the conversion of semiotic representations in Italian primary school geometry textbooks." Multimodal Communication 10, no. 2 (March 30, 2021): 157–74. http://dx.doi.org/10.1515/mc-2020-0015.

Full text

Abstract:

Abstract Starting from the corpus of the Swiss National Science Foundation (FNS) project Italmatica. Understanding Mathematics at school, between common language and specialized language (Italmatica. Comprendere la matematica a scuola, fra lingua comune e linguaggio specialistico), an analysis of some examples taken from geometry textbooks used in the Italian primary school is presented. The analysis is based on the application of two intertwined theoretical frameworks: Duval’s semio-cognitive approach, which addresses problems related to mathematics education, and a linguistic approach to multimodal discourse analysis inspired by Bateman. The analysis shows how certain semiotic resources used as rhetorical devices for paraphrastic reformulation (restatement) can support or hinder the semiotic conversion of representations associated with two different semiotic registers (figural and natural language) in print documents with a strong multimodality component.

APA, Harvard, Vancouver, ISO, and other styles

30

Ezquerra, Julian E. "KRESS, Gunther R. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication." Revista Latinoamericana de Estudios del Discurso 12, no. 1 (July 5, 2016): 124. http://dx.doi.org/10.35956/v.12.n1.2012.p.124-130.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Yang, Xinzhang. "Book review: Gunther Kress, Multimodality: A Social Semiotic Approach to Contemporary Communication." Discourse Studies 14, no. 4 (August 2012): 518–20. http://dx.doi.org/10.1177/1461445612446268b.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Cheng, Le. "Administration of Justice and Multimodality in Media: Semiotic Translation, Conflict and Compatibility." International Journal for the Semiotics of Law - Revue internationale de Sémiotique juridique 24, no. 4 (July 23, 2010): 491–502. http://dx.doi.org/10.1007/s11196-010-9175-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Bearne, Eve. "Multimodality, literacy and texts: Developing a discourse." Journal of Early Childhood Literacy 9, no. 2 (July 30, 2009): 156–87. http://dx.doi.org/10.1177/1468798409105585.

Full text

Abstract:

This article argues for the development of a framework through which to describe children's multimodal texts. Such a shared discourse should be capable of including different modes and media and the ways in which children integrate and combine them for their own meaning-making purposes. It should also acknowledge that multimodal texts are not always or only screen-based. In addition, it is argued that current definitions of literacy do not readily answer to the variety of semiotic resources deployed in the design of multimodal texts. In revisiting the author's previous tentative thoughts about `the rhetoric of design' the article develops this theme further through offering a possible framework and using this to analyse three different types of multimodal texts created by seven-year-old children. The framework is, however, a `work in progress', which it is hoped, will open up debate.

APA, Harvard, Vancouver, ISO, and other styles

34

Mihalis, Athanasios. "Καλλιέργεια πρακτικών ψηφιακού γραμματισμού: δημιουργική πρόκληση για το νέο σχολείο." Preschool and Primary Education 4, no. 1 (May 12, 2016): 165. http://dx.doi.org/10.12681/ppej.242.

Full text

Abstract:

This paper concerns digital literacy as a main dimension of social literacy in general, and especially as an important aspect of multimodal literacy. The main purpos-es of the paper (on a theoretical level) are the following: a) the definition of the nature and the main aspects and principles of digital literacy, which is regarded as not explicitly and sufficiently defined in an era of information and advanced technology; b) the presentation and analysis of students’ cognitive schemata (formal and content), which are a prerequisite for the cultivation of digital literacy practices, the social and linguistic aspects of digital literacy and the cultural dimension of this kind of literacy; c) the inves-tigation of ways to connect digital literacy and multimodality; d) the description of se-miotic resources and semiotic modes which are the main means for meaning making and meaning making transformation and redesigning, considered within the frame of social semiotic theory; e) finally, the discussion of some dimensions of critical digital literacy in educational systems. Additionally, the main aims of the present paper, as a contribution to scientific research in the literacy field, are: a) to investigate the ways digital literacy practices are cultivated in Greek primary and secondary education through content analysis of the Greek language curricula and course books in secondary education and through the critical analysis of educational discourse; b) to present Greek language teachers’ attitudes towards the term and the aspects of multimodality and its location in the Greek educational system (the data about teachers’ attitudes are collected through interviews). The results of the research show that, in Greek education, digital literacy practices are considered to be an intentional process and a system of knowledge and skills (according the autonomous model of literacy) without being viewed in their social and ideological aspects within a communicative and cultural community. The considera-tion of semiotic resources and digital tools as isolated from their social context is in con-trast to language as semiotic mode, which is examined and studied in its social and cul-tural context. Also, language teachers are confused as far as the notion and the aspects of multimodality are concerned. Finally an example is provided of analysing a multimodal text positing an argument, so as to highlight the construction of meaning through a vari-ety of semiotic modes.Using this example, the content and practice of Greek language as an educational subject could be rejuvenated.

APA, Harvard, Vancouver, ISO, and other styles

35

Westberg, Gustav. "Affect as a multimodal practice." Multimodality & Society 1, no. 1 (March 2021): 20–38. http://dx.doi.org/10.1177/2634979521992734.

Full text

Abstract:

This paper sets out a framework for analyzing affect as a multimodal practice. The overall objective is to contribute to the theoretical development of how affect can be approached as an object of semiotic enquiry. The framework is based on the assumption that affect is semiotically materialized through discourse, and with the ambition of taking multimodality seriously, subject formation, strategic perspectivation and affordance are proposed as conceptual starting points for the study of affective meaning-making. Examples are drawn from artifacts and images that represent the Sámi as desirable objects to consumers and tourists. Through a detailed semiotic analysis of a pair of jeans described as being Sámi inspired, and through an analysis of images that promote Sámi tourism experiences, the paper demonstrates how affective ways of being emerge in a relationship between the affordance of semiotic materials and different subjectivities. These insights point to the possibility of further investigating affective subject formation as materialized in diverse semiotic materials in relation to other social phenomena, political issues and ideological concerns.

APA, Harvard, Vancouver, ISO, and other styles

36

Stampoulidis, Georgios. "Stories of resistance in Greek street Art: A cognitive-semiotic approach." Public Journal of Semiotics 8, no. 2 (September 23, 2019): 29–48. http://dx.doi.org/10.37693/pjos.2018.8.19872.

Full text

Abstract:

In line with cognitive semiotics, this paper suggests a synthetic account of the important but controversial notion of narrative (in street art, and more generally): one that distinguishes between three levels: (a) narration, (b) underlying story, and (c) frame-setting. The narrative potential of street art has not yet been considerably studied in order to offer insights into how underlying stories may be reconstructed from the audience and how different semiotic systems contribute to this. The analysis is mainly based on three contemporary street artworks and two political cartoons from the 1940s, involving the same frame-setting, which may be labeled as “Greece vs. Powerful Enemy.” The study is built on fieldwork research that was carried out during several periods in central Athens since 2014. The qualitative analyses with the help of insights from phenomenology show that single static images do not narrate stories themselves (primary narrativity), but rather presuppose such stories, which they can prompt or trigger (secondary narrativity). Notably, the significance of sedimented socio-cultural experience, collective memory and contextual knowledge that the audience must recruit in order to reconstruct the narrative potential through the process of secondary narrativity is stressed. Author BiographyGeorgios Stampoulidis, Centre for Language and Literature, Division for Cognitive Semiotics, Lund University, Sweden Georgios Stampoulidis is a PhD candidate at the Division for Cognitive Semiotics at Lund University. His research interests are in the fields of polysemiotic communication and multimodality, narrative and metaphor, and urban creativity. His work focuses on street art as a cross-cultural medium of meaning-making, cultural production and political intervention in urban space, and thus, he has previously conducted fieldwork in Athens, Greece. His most recent publications are “A Cognitive Semiotic Exploration of Metaphors in Greek Street Art” (Cognitive Semiotics, 2019) and “Urban Creativity in Abandoned Places. Xenia Hotels Project, Greece” (Nuart Journal, 2019). Currently, he is research fellow at Urban Creativity Lund and Scandinavian Metaphor networks.

APA, Harvard, Vancouver, ISO, and other styles

37

Smith, Bradley A., Sabine Tan, Alexey Podlasov, and Kay L. O'Halloran. "Analysing multimodality in an interactive digital environment: software as a meta-semiotic tool." Social Semiotics 21, no. 3 (June 2011): 359–80. http://dx.doi.org/10.1080/10350330.2011.564386.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Jones, Shelley. "Drawing Gender Equality: A Participatory Action Research Project with Educators in Northern Uganda." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 5, no. 2 (June 1, 2019): 135–60. http://dx.doi.org/10.15402/esj.v5i2.68340.

Full text

Abstract:

This paper reports upon an arts-based participatory action research project conducted with a cohort of 30 teachers in rural Northwest Uganda during a one-week professional development course. Multimodality (Kress & Jewitt, 2003; Kress & van Leeuwen, 2001) was employed as a “domain of inquiry” (Kress, 2011) for social semiotics (meaning-making within a social context) within which the participants both represented gender inequality as well as imagined gender equality. Multimodality recognizes the vast communicative potential of the human body and values multiple materials resources (such as images, sounds, and gestures) as “organized sets of semiotic resources for meaningmaking” (Jewitt, 2008, p. 246). Providing individuals with communicative modes other than just spoken and written language offers opportunities to include voices that are often not heard in formal contexts dominated by particular kinds of language, as well as opportunities to consider topics of inquiry from different perspectives and imagine alternative futures (Kendrick & Jones, 2008). Findings from this study show how a multimodal approach to communication, using drawing in addition to spoken and written language, established a democratic space of communication. The sharing and building of knowledge between the participants (educators in local contexts) and facilitator (university instructor/researcher) reflected a foundational tenet of engaged scholarship which requires “…not only communication to public audiences, but also collaboration with communities in the production of knowledge” (Barker, 2004, p. 126).

APA, Harvard, Vancouver, ISO, and other styles

39

Albawardi, Areej, and Rodney H. Jones. "Vernacular mobile literacies: Multimodality, creativity and cultural identity." Applied Linguistics Review 11, no. 4 (November 26, 2020): 649–76. http://dx.doi.org/10.1515/applirev-2019-0006.

Full text

Abstract:

AbstractThis paper focuses on how advanced learners of English at a woman’s college in Saudi Arabia use Snapchat to communicate with their classmates. It examines not just the way the English language becomes a meaning making resource in these exchanges, but also how English is strategically mixed with photos, drawings, emoji’s, and other languages to create meanings, identities, and relationships. The theoretical framework used to understand these strategies is adopted from ‘geosemiotics’, an approach to discourse that focuses on how meanings (as well as identities and relationships) are created through the ways semiotic resources are arranged in physical space. The analysis highlights how Snapchat creates opportunities for female learners of English in Saudi Arabia to open up new ‘cultural spaces’, and how these spaces can facilitate their language learning. At the same time, it is argued, these new ‘cultural spaces’ are contingent on the various creative ways these learners make use of physical space. Implications for understanding the relationship between creativity and translanguaging are discussed.

APA, Harvard, Vancouver, ISO, and other styles

40

Chen, Chunlei. "Visualizing the Knowledge Domain of Multimodal Discourse Analysis (2009-2019): A Bibliometric Review." Forum for Linguistic Studies 2, no. 1 (October 28, 2020): 44. http://dx.doi.org/10.18063/fls.v2i1.1205.

Full text

Abstract:

Different from traditional discourse analysis, multimodal discourse analysis (MDA), a systematic analysis of different semiotic modes, utilizing language, images, sounds in a discourse, emphasizes the coordination of both dynamic and static semiotic resources. This study presents the status quo and development trend of the research field through an objective, systematic, and comprehensive review of relevant publications available from the Web of Science Core Collection. Analysis techniques including a descriptive statistical method and a bibliometric method are used. The study quantitatively analyzes the publications in terms of general characteristics, geographical distribution, high-cited representatives, and topic discovery and distribution to illustrate the development and trend of MDA. The research findings are as follows: (1) In the past 10 years or so, international MDA research has presented a significant growth trend, with flourishing research output, interest and diversification of presented subjects; (2) New topics are constantly emerging, with research topics mainly focusing on the development of visual grammar, gesture, digital technologies, conference presentations, metonymy and metaphor, etc.; (3) Research focuses mainly on multimodality, semiotics, conversation analysis, critical discourse analysis etc.; (4) The article also listed a series of important and highly influential literature, countries, journals and authors on MDA during different periods. It is hoped that this paper can provide a reference for the further study of MDA.

APA, Harvard, Vancouver, ISO, and other styles

41

Choksi, Nishaant. "Expressives and the multimodal depiction of social types in Mundari." Language in Society 49, no. 3 (November 28, 2019): 379–98. http://dx.doi.org/10.1017/s0047404519000824.

Full text

Abstract:

AbstractPresent in many of the world's languages, expressives (also called ideophones or mimetics) are commonly discussed as iconic ‘depictions’ of speaker's sensual experiences. Yet anthropologists and linguists working with these constructions have noticed that they also index ‘social types’ that perdure across interactional events. This article analyzes the semiotic relation between depiction and social stereotypes embedded in expressive use by examining video data from interviews with speakers of Mundari, an expressive-rich Austro-Asiatic language spoken in eastern India. Presenting interview data taken from both lab-based elicitations as well as ethnographic interviews in Mundari-speaking villages, the article claims that speakers deploy multimodal resources such as gesture and gaze in concert with expressives in order to re-intepret social indexes as felt, embodied experiences (rheme) while also juxtaposing these experiences with elements in the immediately perceptible material world (dicent). The article also addresses issues of ethics, agency, and materiality entailed by multimodal expressive depiction. (Ideophones, multimodality, materiality, embodiment, semiotics)*

APA, Harvard, Vancouver, ISO, and other styles

42

Vieira, Mauriceia Silva de Paula, and Paula Silva Abreu. "Letramento multimodal e argumentação: análise de estratégias persuasivas no anúncio publicitário / Multimodal literacy and argumentation: analysis of persuasive strategies in advertisement." Texto Livre: Linguagem e Tecnologia 10, no. 2 (December 28, 2017): 271–90. http://dx.doi.org/10.17851/1983-3652.10.2.271-290.

Full text

Abstract:

RESUMO: Este artigo analisa anúncios publicitários veiculados no YouTube, com vistas a compreender como os diferentes recursos semióticos contribuem para que o anúncio possa significar mais e atingir o público-alvo. Para isso, foram selecionados três anúncios publicitários, veiculados em vídeo, a fim de que fosse feita uma análise dos recursos presentes, a partir da abordagem da Gramática do Design Visual, uma das vertentes da semiótica social. As análises, de cunho descritivo e qualitativo, evidenciam que as funções composicional, interativa e representacional encontram-se articuladas no gênero anúncio publicitário em vídeo e que os sentidos construídos a partir da integração das várias semioses estão vinculados aos padrões de experiência e às interações sociais, próprias de cada cultura.PALAVRAS-CHAVE: multimodalidade; anúncio publicitário; persuasão.ABSTRACT: This article analyzes commercials aired on YouTube, in order to understand how different semiotic resources contribute to the ad might mean more and reach the target audience. Three video advertisements were selected in order to analyze their present resources, based on the Grammar Theory of Visual Design, one of the ramifications of social semiotics. Descriptive and qualitative analyses show that compositional, interactive and representational functions are articulated in the genre advertising and that the meanings constructed from the integration of the various semiosis are linked to the patterns of experience and social interactions according to each culture.KEYWORDS: multimodality; advertisement; persuasion.

APA, Harvard, Vancouver, ISO, and other styles

43

Jungk, Isabel Victoria Galleguillos. "Metaphoric semiosis: a Peircean perspective / Semiose metafórica: uma perspectiva peirceana." REVISTA DE ESTUDOS DA LINGUAGEM 28, no. 2 (May 5, 2020): 957. http://dx.doi.org/10.17851/2237-2083.28.2.957-980.

Full text

Abstract:

Abstract: This article presents how metaphoric semiosis develops from the perspective of Peircean semiotics. The study takes as theoretical framework the general foundations of metaphor as described by classical theories, its recognized cognitive nature and the theory of signs developed by Charles S. Peirce (1839-1914) based on his three phenomenological categories. This is on the assumption that the application of Peirce’s broad conceptual tools – philosophical and semiotic – to his concept of metaphor as a hypoicon and its subdivisions constitutes an original and dynamic theory of metaphor, capable of operationalizing integrated analyzes of multimodal aspects of metaphor. In conclusion, considerations are made about the truth value of a good metaphor according to Peircean theoretical framework.Keywords: metaphor; semiotics; meaning; cognition; iconicity; multimodality. Resumo: Este artigo apresenta a forma como se desenvolve a semiose metafórica sob a perspectiva da semiótica peirceana. O estudo toma como quadro teórico os fundamentos gerais da metáfora descritos pelas teóricas clássicas, sua reconhecida natureza cognitiva e a teoria dos signos desenvolvida por Charles S. Peirce com base em suas três categorias fenomenológicas. Parte-se do pressuposto de que a aplicação do amplo instrumental conceitual de Peirce, tanto filosófico como semiótico, a seu conceito de metáfora como hipoícone e suas subdivisões constitui uma teoria original e dinâmica da metáfora, capaz de operacionalizar análises integradas de aspectos multimodais da metáfora. À guisa de conclusão, são tecidas considerações sobre o valor de verdade de uma boa metáfora de acordo com o quadro teórico peirceano.Palavras-chave: metáfora; semiótica; significação; cognição; iconicidade; multimodalidade.

APA, Harvard, Vancouver, ISO, and other styles

44

Nicholas, Claire, and Arlene Oak. "Building consensus: Design media and multimodality in architecture education." Discourse & Society 29, no. 4 (January 29, 2018): 436–54. http://dx.doi.org/10.1177/0957926518754415.

Full text

Abstract:

This article explores multimodal communication and social interaction in university-level architecture education. Drawing on ethnography of North American programs of ‘design-build’ architecture, we consider how the judgment of a ‘good’ (or ‘bad’) design is as much a result of how it is communicated as what is communicated. In settings like the design ‘review’, students endeavor to persuade an audience of the merits of their proposed design. This is ideally accomplished through the ‘convergence’ of multiple design media on the same ‘idea’ or design gestalt. ‘Convergence’ involves not just technical competency; it is also a social achievement: an effect of composing and coordinating multimodal semiotic media according to shared representational and communicative conventions. Failure to recognize convergence is often an effect of intersemiotic dissonance. This is also the risk of a design’s failure in the eyes of the faculty jury, who often direct their critiques toward communicative inconsistencies.

APA, Harvard, Vancouver, ISO, and other styles

45

Christidou, Dimitra, and Sophia Diamantopoulou. "Seeing and Being Seen: The Multimodality of Museum Spectatorship." Museum and Society 14, no. 1 (June 9, 2017): 12–32. http://dx.doi.org/10.29311/mas.v14i1.623.

Full text

Abstract:

This article argues that museum visiting and the act of ‘spectatorship’, both of which are often assumed to be ocularcentric, are multimodal events. Anchored in Goffman’s dramaturgy and frame analysis theory, as well as Kress’s multimodal and social semiotic theory of representation and communication, this article presents an apposite interpretative and methodological framework to account for what has not been widely addressed by museum studies; that is, the multimodality of the museum experience. By drawing upon audio-visual excerpts of museum encounters, this analysis brings to the fore the embodied visiting and viewing practices of visitors in museum galleries. Specifically, this article highlights the range of modes of communication and representation, beyond gazing and looking, which are employed, negotiated and regulated within the social context of the visit. The article suggests that visitors’ experiences are embodied and performative interactions with the exhibits and other visitors.Key words: embodiment, multimodality, museums, social interaction, visitors

APA, Harvard, Vancouver, ISO, and other styles

46

Rossolatos, George. "Rhetorical Transformations in Multimodal Advertising Texts: From General to Local Degree Zero." HERMES - Journal of Language and Communication in Business 26, no. 50 (November 2, 2017): 97. http://dx.doi.org/10.7146/hjlcb.v26i50.97821.

Full text

Abstract:

The use of rhetoric in advertising research has been steadily gaining momentum since the 1980’s. Coupled with an increased interest in multimodality and the multiple interactions among verbal, pictorial and auditory registers, as structural components of an ad filmic text, the hermeneutic tools furnished by traditional rhetoric have been expanded and elaborated. This paper addresses the fundamental question of how ad filmic texts assume signification from a multimodal rhetorical point of view, by engaging in a fruitful dialogue with various research streams within the wider semiotic discipline and consumer research. By critically addressing the context of analysis of a multimodal ad text in the course of the argumentation deployed by different approaches, such as Social Semiotics (Kress/Leeuwen 2001), Film Semiotics (i.e. Metz 1982, Carroll 1980, Branigan 1982), Visual Semiotics (i.e. Sonesson 2008; 2010, Eco 1972;1976;1986, Groupe " 1992), Consumer Research (i.e. Mick/McQuarrie 1999; 2004, Philips 2003, Scott 1994), the relative merits of a structuralist approach that prioritizes the distinction between local and general degree zero, as put forward by Groupe " (1992), are highlighted. Furthermore, the modes whereby rhetorical transformations are enacted are outlined, with view to deepening the conceptual tackling of degree zero of signification, while addressing its applicability to branding discourse and multimodal ad texts.

APA, Harvard, Vancouver, ISO, and other styles

47

Ho, Jenifer. "Multimodality, Learning and Communication: A social semiotic frame, by J. Bezemer and G. Kress." Language and Education 31, no. 6 (August 24, 2016): 580–82. http://dx.doi.org/10.1080/09500782.2016.1221421.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Guijarro Lasheras, Rodrigo. "La multimodalidad en la narrativa española contemporánea: tres vías de integración del discurso no verbal." Signa: Revista de la Asociación Española de Semiótica 28 (June 28, 2019): 747. http://dx.doi.org/10.5944/signa.vol28.2019.25093.

Full text

Abstract:

Este artículo propone un acercamiento a la multimodalidad en los estudios literarios desde una doble perspectiva: en primer lugar, introduce el concepto en el análisis de la narrativa española contemporánea; en segundo lugar, argumenta la relevancia que poseen en la construcción del sentido del texto tres vías poco exploradas de interacción entre el discurso verbal y los otros modos semióticos presentes en la obra. Estas se caracterizan respectivamente por la aparente redundancia, desconexión o contradicción que implican.This paper proposes an approach to multimodality within literary studies from a two-fold perspective: first, it introduces the concept of multimodality in the field of contemporary Spanish narrative; second, it studies three ways in which the verbal discourse and other semiotic modes can interact with each other within a novel. These have been usually put aside due respectively to their apparent redundancy, lack of connection, or contradiction.

APA, Harvard, Vancouver, ISO, and other styles

49

Towndrow, Phillip A., and Andrew J. Pereira. "Reconsidering Literacy in the 21st Century: Exploring the Role of Digital Stories in Teaching English to Speakers of Other Languages." RELC Journal 49, no. 2 (April 12, 2018): 179–94. http://dx.doi.org/10.1177/0033688218754943.

Full text

Abstract:

The call for an expanded, critical and socially-constructed view of literacy in response to contemporary semiotic and technological developments is not new. However, an under investigated area relates to the impact and influence of new media in the teaching and learning of English to speakers of other languages (ESOL). Following an overview of some key terms and concepts in the fields of Multimodal Composition and Communication, we describe and critique a number of the multimodal elements in ESOL textbooks. Subsequently, we present a case for cultivating a ‘personal’ sense of semiotic awareness and illustrate this with a brief analysis of an ESOL teacher’s exploration of meaning making through digital storytelling. Finally, we end by listing several benefits of introducing multimodality into ESOL supporting the irreducible viewpoint that envisages teachers as designers of apt learning environments in contrast to the static and immutable realms of content- and skills-based language instruction.

APA, Harvard, Vancouver, ISO, and other styles

50

Ross, Jen, Jen Scott Curwood, and Amani Bell. "A multimodal assessment framework for higher education." E-Learning and Digital Media 17, no. 4 (June 2, 2020): 290–306. http://dx.doi.org/10.1177/2042753020927201.

Full text

Abstract:

Higher education institutions increasingly expect students to work effectively and critically with multiple modes, semiotic resources and digital tools. However, assessment practices are often insufficient to capture how multimodal artefacts represent disciplinary knowledge in complex ways. This study explores and theorises the design and assessment of students’ digitally mediated multimodal work, and it offers insight into how to effectively communicate expectations and evaluate student learning in a digital age. We propose a framework for multimodal assessment that takes account of criticality, creativity, the holistic nature of these assignments and the importance of valuing multimodality.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Semiotic multimodality'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles