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1
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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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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Bowcher, Wendy L. "Semiotic Margins: Meaning in Multimodalities." Australian Journal of Linguistics 33, no. 2 (May 2013): 228–36. http://dx.doi.org/10.1080/07268602.2013.815604.
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Kress, Gunther. "‘Partnerships in research’: multimodality and ethnography." Qualitative Research 11, no. 3 (June 2011): 239–60. http://dx.doi.org/10.1177/1468794111399836.
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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’.
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Bateman, John A. "Information design and multimodality." Information Design Journal 25, no. 3 (December 31, 2019): 249–57. http://dx.doi.org/10.1075/idj.25.3.02bat.
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Abstract Despite a long association between information design and semiotics, connections remain limited in many respects. This contribution argues that one reason for this is the traditionally weak connection between semiotics and empirical methods. To counter this, a model of multimodal communication is introduced in which theoretical description and empirical research are tightly bound methodologically. Several illustrations of the relevance of the model for information design are offered.
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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.
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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.
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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.
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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.
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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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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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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.
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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.
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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.
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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.
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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.
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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.
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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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Pink, Sarah. "Multimodality, multisensoriality and ethnographic knowing: social semiotics and the phenomenology of perception." Qualitative Research 11, no. 3 (June 2011): 261–76. http://dx.doi.org/10.1177/1468794111399835.
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In this article I consider the potential for combining multimodality and anthropologically informed sensory ethnographic methodologies. I focus on a comparison between anthropological and multimodality approaches to the senses, the relationships between images and words, and ethnography. In doing so I reveal some of the tensions and fundamental differences between these approaches before then considering if and/or how these might be reconciled.
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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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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.
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“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.
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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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Pinar Sanz, María Jesús. "Multimodality and Cognitive Linguistics." Review of Cognitive Linguistics 11, no. 2 (November 28, 2013): 227–35. http://dx.doi.org/10.1075/rcl.11.2.01pin.
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This Special Volume of Review of Cognitive Linguistics includes 13 papers dealing with Multimodality and Cognitive Linguistics. The introduction provides an overview of three of the main approaches dealing with multimodality – Cognitive Linguistics and multimodal metaphors (Forceville & Urios-Aparisi, 2009), social semiotics and systemic functional grammar, and multimodal interactional analysis (Jewitt, 2009, p. 29). The paper summarizes the contributions to the volume, highlighting the main objectives and conclusions of each of the papers.
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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.
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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)*
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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.
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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).
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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.
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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
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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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Mildenhall, Paula, and Barbara Sherriff. "Correction to: Using multiple metaphors and multimodalities as a semiotic resource when teaching year 2 students computational strategies." Mathematics Education Research Journal 32, no. 3 (December 15, 2018): 561. http://dx.doi.org/10.1007/s13394-018-0255-5.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Machin, David, and Theo van Leeuwen. "Multimodality, politics and ideology." Journal of Language and Politics 15, no. 3 (August 4, 2016): 243–58. http://dx.doi.org/10.1075/jlp.15.3.01mac.
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This journal’s editorial statement is clear that political discourse should be studied not only as regards parliamentary type politics. In this introduction we argue precisely for the need to pay increasing attention to the way that political ideologies are infused into culture more widely, in entertainments media, software, administrative processes, children’s apps, healthcare and even office furniture design. We point to the way that there have been massive shifts away from traditional state forms of politics to the rule of neoliberalism and the power of the corporation which, like the former regime of power, requires meanings and identities which can hold them in place. We explain the processes by which critical multimodal discourse analysis can best draw out this ideology as it is realized through different semiotics resources.
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Held, Gudrun. "Destinationswerbung." Zeitschrift für Tourismuswissenschaft 11, no. 1 (April 25, 2019): 149–74. http://dx.doi.org/10.1515/tw-2019-0008.
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Zusammenfassung Destinationswerbung ist gezielte Image-Werbung. Die Konstruktion eines touristischen Images basiert – unter anderem – auf einer möglichst anschaulichen Verarbeitung von sog. Identitätsmarkern, welche den beworbenen Raum im Werbetext gleichsam ‚ikonisch‘ repräsentieren sollen. Aus dem Blickwinkel der Linguistik und Semiotik wird an ausgewählten Beispielen untersucht, wie solche Identitätsmarker im multimodalen Text schlagkräftig in Szene gesetzt werden und welche Rolle Sprach-Bild-Kombinationen zur werbestrategischen Errichtung eines identitätsbezogenen ‚tourist gaze‘ spielen. Schlüsselwörter: Destinationswerbung, Printwerbung, Raum-Marketing, Imagekonstruktion, Identität/Identitätsmarker, Textlinguistik, Sprach-Bild-Texte, Multimodalität, Visualisierungsmethoden.
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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.
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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.
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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.
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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).
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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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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.
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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.
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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.
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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 ...
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Leander, Kevin M., Seemi Aziz, Stergios Botzakis, Christian Ehret, David Landry, and Jennifer Rowsell. "Readings and Experiences of Multimodality." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 28, 2017): 95–116. http://dx.doi.org/10.1177/2381336917719247.
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Our understanding of reading—including reading multimodal texts—is always constrained or opened up by what we consider to be a text, what aspects of a reader’s embodied activity we focus on, and how we draw a boundary around a reading event. This article brings together five literacy researchers who respond to a human-scale graphic novel, comprised of over 300 large-scale paintings, recently exhibited in an art gallery and also published in print form. The researchers' responses reflect a variety of theoretical orientations, including postcolonial theory, critical theory, affect theories, new materialisms, social semiotics, and reading development theories. The author of the novel also reflects on his own creative processes and goals. These various responses, and the multiple modalities of the work itself, are intentionally juxtaposed in order to create productive tensions, contrasts, and open spaces for reconsidering how multimodal texts are read and experienced. Dimensions of reading as a meaning-making, affective, embodied experience are productively put into play with one another.
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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.
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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
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Al-Naimat, Ghazi K. "Semiotic Analysis of the Visual Signs of Protest on Online Jordanian Platforms: Code Choice and Language Mobility." Theory and Practice in Language Studies 10, no. 1 (December 24, 2019): 61. http://dx.doi.org/10.17507/tpls.1001.09.
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The political discourse of protesting which comprises carrying signs for clarifying demands and expressing feelings constitutes a significant area of study in the signs of online platforms within the linguistic landscape field. Taking as a case in point the Jordanian protest on May 30, 2018, a few examples of the signs of protest are analyzed using some aspects of visual semiotics, particularly the code choice. The study is grounded on both quantitative and qualitative data culled from online sources. The analysis of the data finds a variety of linguistic codes used in attaining different readerships: the standard form of Arabic as the official language in the country and in other Arab countries; Jordanian Arabic investigated as the device of speaking out the voice of the local audience; English viewed as the language of addressing the global audience; and the multilingualism occurrence as a significant feature in the corpus for achieving further readerships. These codes are largely motivated by other significant semiotic resources, including multimodality, font size, color relevance, and materiality practices. The study further views the signs of protest as a new trend of mobility, often considered a challenging notion to the territoriality of fixed signs in most linguistic landscape studies.
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Alba, Cecep, Ade Engkus Kusnadi, and Syarif Maulana. "THE REPRESENTATION OF TECHNOLOGICALLY LITERATE ULEMA IN THE TELEVISION DRAMA “TUKANG BUBUR NAIK HAJI”." International Journal of Heritage, Art and Multimedia 2, no. 6 (September 10, 2019): 41–50. http://dx.doi.org/10.35631/ijham.26005.
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Tukang Bubur Naik Haji (TBNH) was one of the most popular television dramas in Indonesia. The popularity was measured either by its long-running drama episodes – i.e. from the year 2012 until 2017. In the outline, the story was about the Jakartans daily life with the figure of Bang Sulam as the main character. Bang Sulam was a chicken porridge seller who aspired to perform Hajj (Islamic pilgrimage to Mecca) as a part of Five Pillars of Islam. In TBNH, there were a number of scenes that represented the existence of ulema (Islamic cleric) in the midst of society. The ulema was not only propagated religious messages conventionally but also used technology as a more effective means of delivery. The delivery of religious messages through this technology channel was analyzed by semiotic and multimodality approaches. Through these methods, a number of scenes in TBNH were examined and viewed from various sides such as the camera angle, text analysis, the actor’s gaze direction, the color semiotics of the attribute, etc. The result of this study showed a technologically literate ulema represented by breaking the fourth wall, the use of tools in delivering messages, white as a symbol of purity, and the adapted text to the montage scenes.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Hidayat, Nisa Imawati. "MALE GENDER ROLE MESSAGES PADA TOKOH “HERO” DALAM EPISODE “CAHAYA HATI” DI PROGRAM “ZERO TO HERO” METRO TV." INFORMASI 45, no. 1 (June 1, 2015): 33. http://dx.doi.org/10.21831/informasi.v45i1.7768.
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AbstractThe research purpose is to determine how the television documentary producer “Zero to Hero” program on Metro TV classify male gender role messages in the cast of “hero” in that program. Researcher used social semiotics method Theo van Leeuwen with multimodal analysis procedure and 24 of male gender role theories from Ian M. Harris, that have been categorized into 5 classification: standard bearers, lovers, workers, bosses and rugged individuals. The result of this study revealed that the television documentary producer “Zero to Hero” program, construct the male gender role messages in the cast of “hero” to the category of male gender role messages consist with standard bearers, lovers, bosses and workers, who shows a positive image and dominant as a man who lived in patriarchal culture in Indonesia.AbstrakTujuanpenelitianiniuntukmengetahui bagaimana produsen program dokumenter televisi “Zero to Hero” di Metro TV mengklasifikasikan male gender role messages pada tokoh “hero” di dalam program tersebut. Peneliti menggunakan metode semiotika sosial Theo van Leeuwen dengan prosedur analisis multimodality dan teori 24 male gender role messages Ian M. Harris yang dikategorikan dalam 5 klasifikasi yaitu standar bearers, lovers, workers, bossesdan rugged individuals. Hasil penelitian ini mengungkapkan bahwa produsen program menampilkan tokoh “hero” dengan kategori male gender rolemessages berupastandar bearers, lovers, bosses dan workers yang menunjukkan citra positif dan dominan sebagaimana layaknya pria berperilaku dalam budaya patriaki di Indonesia.Keywords: Male Gender Role Messages, Hero, Documentary
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Nöth, Winfried. "On the transmodality of signs and their interpretants: Evidence from Peirce’s MS 599, Reason’s Rules." Semiotica 2019, no. 228 (May 7, 2019): 223–35. http://dx.doi.org/10.1515/sem-2018-0087.
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AbstractThe paper begins with a survey of the state of the art in multimodal research, an international trend in applied semiotics, linguistics, and media studies, and goes on to compare its approach to verbal and nonverbal signs to Charles S. Peirce’s approach to signs and their classification. The author introduces the concept of transmodality to characterize the way in which Peirce’s classification of signs reflects the modes of multimodality research and argues that Peirce’s classification of the signs takes modes and modalities in two different respects into consideration, (1) from the perspective of the sign and (2) from the one of its interpretant. While current research in multimodality has its focus on the (external) sign in a communicative process, Peirce considers additionally the multimodality of the interpretants, i.e., the mental icons and indexical scenarios evoked in the interpreters’ minds. The paper illustrates and comments on the Peircean method of studying the multi and transmodality of signs in an analysis of Peirce’s close reading of Luke 19:30 in MS 599, Reason’s Rules, of c. 1902. As a sign, this text is “monomodal” insofar as it consists of printed words only. The study shows in which respects the interpretants of this text evince trans and multimodality.
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Sari, Yunita. "Multimodalitas dalam Gambar Iklan Luwak White Koffie Versi Lee Min-Ho”." Metalingua: Jurnal Penelitian Bahasa 15, no. 2 (January 19, 2018): 235. http://dx.doi.org/10.26499/metalingua.v15i2.73.
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The background of this research is a phenomenon about Indonesia coffee advertisementusing a well-known South Korean actor as its brand ambassador. The problemof this study is how multimodality in Luwak White Koffie Lee Min-Ho version advertisementposter is presented on their official Facebook page during 2016. Thepurpose of this paper is to analyze the hidden meaning within such advertisementposted on their official Facebook page during 2016 as a main source, using qualitativemethod and Kress and van Leeuwen’s social semiotics theories about multimodalitywith three metafunctions, namely representational, interpersonal, and compositional.The result of this study shows a representation of fantasy of drinking coffeelike the model in the poster. The three metafunctions shows shifting of focus from thecoffee as a product to the brand ambassador. Such excessive focus on Lee Min-Hoas the brand ambassador aims to attract the attention of young costumers who areactive in social media as their target market. It is concluded that the use of a SouthKorean actor as the brand ambassador of Indonesian coffee product is due to HallyuWave effect in Asia. AbstrakPenelitian ini dilatarbelakangi adanya fenomena poster iklan produk kopi Indonesiadengan menggunakan model iklan seorang aktor terkenal dari Korea Selatan.Masalah dalam penelitian ini adalah bagaimana multimodalitas yang ditampilkandalam poster iklan Luwak White Koffie versi Lee Min-Ho di laman Facebook tahun2016. Penelitian ini bertujuan untuk menganalisis makna terselubung dari posteriklan Luwak White Koffie di laman Facebook tahun 2016 dengan Lee Min-Hosebagai duta merek. Metode yang digunakan dalam penelitian ini adalah kualitatifdengan sumber data utama poster iklan di laman Facebook Luwak White Koffie versiLee Min-Ho tahun 2016. Teknik analisis penelitian ini menggunakan sosial semiotikdari Kress dan van Leeuwen tentang multimodalitas yang terdiri atas metafungsirepresentasional, interpersonal, dan komposisional untuk menganalisis unsur-unsurdi dalam poster iklan tersebut dan dilanjutkan dengan pemaknaan poster iklan. Hasilpemaknaan atas poster iklan ini menunjukkan adanya representasi mengenai fantasitentang minum kopi. Ketiga metafungsi di atas menunjukkan bahwa ada pergeserandari fokus produk kopi menuju fokus kepada duta merek. Fokus berlebihan terhadapduta merek seorang Lee Min-Ho pada poster iklan ini bertujuan untuk menarikperhatian konsumen muda yang aktif menggunakan sosial media. Simpulan penelitianini adalah bahwa penggunaan model iklan aktor terkenal dari Korea Selatan ternyatamerupakan salah satu konsekuensi dari maraknya Gelombang Hallyu di Asia secaraluas.
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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.
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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.
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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.
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<p> </p><p><span> </span>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 </p><p>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.</p>