Multimodality, ethnography and education in south america


Keywords: Disciplinary discourse, environmentalist discourse, socio-scientific issues (SSI), school science textbooks References



Yüklə 6,97 Mb.
səhifə7/16
tarix15.08.2018
ölçüsü6,97 Mb.
#62523
1   2   3   4   5   6   7   8   9   10   ...   16

Keywords: Disciplinary discourse, environmentalist discourse, socio-scientific issues (SSI), school science textbooks

References

Bezemer, Jeff and Gunther Kress (2005). “Writing in multimodal texts: a social semiotic account of designs for learning.” In Written Communication 25(2): pp. 165-95

Ekström, A., & Svensen, H. H. (2014). Naturkatastrofer i menneskets tidsalder ; mot en tverrfaglig forståelse av antropocen-begrepet. Tidsskrift for kulturforskning, 13(3), 6-21.

Halliday, M.A.K. and J.R. Martin (1993). Writing Science: Literacy and discursive power. London: Falmer.

Knain, E. (2015). Scientific Literacy for Participation: A Systemic Functional Approach to Analysis of School Science Discourses: SensePublishers : Imprint: SensePublishers.

Martinec, Radan and Andrew Salway (2008). “A system for image-text relations in new (and old) media.” In Visual Communication 4(3): pp. 337-71

Veel, R. (1998). The greening of school science. Reading science: Critical and functional perspectives on discourses of science, 114-151

Physician-patient communication: an integrated multimodal approach for teaching medical English

Daniele Franceschi


University of PisaDepartment of Philology, Literature and Linguistics
Via Santa Maria 67 – 56126 Pisa – Italy
+39 050 2215878
daniele.franceschi@jus.unipi.it

The aim of this paper is to propose an alternative pedagogical method for teaching physician-patient communication, which integrates traditional ESL/EFL speaking activities with four main techniques employed in Gestalt psychotherapy/counselling (Mann 2010 and references therein), namely the Empty Chair technique, the Making the Rounds exercise, the Exaggeration task and Empathic Listening. The existing medical English teaching materials tend to focus almost exclusively on the verbal meaning component of language, with activities aimed at building learners’ knowledge of technical vocabulary, terminology, and fixed expressions to be used in a variety of different contexts and types of interactions. They seem to disregard the fact that communication is an embodied phenomenon (Kress 2009) involving not just our linguistic and cognitive capacities, but also our ability to properly use non-verbal elements, such as facial expressions, hand gestures, body movements and posture. The latter elements seem to play a particularly important role to establish rapport and trust in the physician-patient relationship and to promote patient’s compliance (Candlin & Crichton 2013, Franceschi 2017). Therefore, a more holistic, multimodal approach is called for in order to better develop learners’ relational communication skills and emotional awareness, thus teaching them to speak not just effectively but also affectively. A number of applied teaching strategies are presented here in order to show how future doctors may be helped to improve their communicative competence both at the linguistic and extra-linguistic level.



Keywords: Medical English teaching, multimodal learning, non-verbal communication, counselling techniques

References

Candlin, C. N. and Crichton, J. 2013. From ontology to methodology: exploring the discursive landscape of trust. In Candlin, C. N. and J. Crichton (Eds.) Discourses of Trust. Basingstoke: Palgrave MacMillan, 1-18.

Franceschi, D. 2017. Medical Knowledge Dissemination and Doctor-Patient Trust: A Multi-Modal Analysis. In Turnbull, J. and R. Salvi (Eds.) The Discursive Construal of Trust in the Dynamics of knowledge Diffusion. Newcastle-Upon- Tyne: Cambridge Scholars Publishing, 295-317.

Kress, G. 2009. Multimodality: A Social Semiotic Approach to Contemporary Communication. London & New York: Routledge.

Mann, D. 2010. Gestalt Therapy: 100 Key Points & Techniques. London & New York: Routledge.

Analysing school science group work in terms of multimodal text development and its interplay with the context of situation

Tobias Fredlund


University of Oslo
tobias.fredlund@ils.uio.no

Erik Knain


University of Oslo
erik.knain.ils.uio.no

Social semiotics terms the immediate environment in which a text functions the ‘context of situation’ – an instance of the context of culture. The context of situation is defined by three parameters, FIELD, TENOR and MODE, which can be operationalized by the WHAT, the WHO and the HOW of a text functioning in a science classroom (Knain, 2015). Text and context mutually enable and constrain each other in acts of meaning. For something to be a text, it must both hang together internally and cohere externally in terms of the three contextual parameters (Halliday & Hasan, 2013). In this paper, we argue that although group work in science classes can be seen as joint text development, what is actually developed is often not a text, but a trajectory of different multimodal texts, each with its own text-context relationship. This is because the students sometimes jump between different topics, which point to different values of the context-parameters. We present an analysis of video recorded student group work where the students produce a trajectory of multimodal texts and move between different contexts of situation – as judged by the values of the contextual parameters. But there is one main thread that they continuously return to. This thread is both internally cohesive and coherent with a (developing) context of situation, and thus constitutes a text. Our analyses suggest that a factor that helps in enabling the students to return to this main thread is a drawing that they produce. A number of aspects of visual grammar are used as indications of the continuous transformation of both the text and its context of situation, including framing, foregrounding and backgrounding. We suggest that this process of multimodal text development is likely to be characteristic for learning trajectories.



References

Halliday, M. A. K., & Hasan, R. (2013). Cohesion in English. New York: Routledge.

Knain, E. (2015). Scientific literacy for participation : A systemic functional approach to analysis of school science discourses. Rotterdam: Sense Publishers.

MULTIMODALITY, SOFTWARE STUDIES AND CONTRIBUTORY MODES – A CRITICAL DISCUSSION

Øystein Gilje, Associate Professor


University of Oslo
oystein.gilje@ils.uio.no

Editing software are semiotic artifacts with affordances in terms of templates, smart art, special effects, photo editing tools, as well as a number of available fonts and special characters. There is an increasing interest among scholars in multimodality to investigate editing software as semiotic artifacts, and how they are used in order to make meaning and communicate in diverse contexts (Engebretsen, 2010; Knoblauch, 2008; Kvåle, 2016; van Leeuwen & Djonov, 2013; Zhao, Djonov, & van Leeuwen, 2014). Most of these studies have looked at PowerPoint and to some extent Word, software that are crucial in literacy practices in everyday life as well as work.

This paper elaborates on this research by looking into how people make semiotic choices in the process of investigating and using editing software for visual media, like photography and moving images. Editing software for moving images has become crucial, covering a range from in-built editing software in smartphones to advanced editing software for professional purposes (Bezemer & Kress, 2017) and incorporates selections from different semiotic modes and media, including contributory modes like graphics and special effects (Burn & Parker, 2003; Zhao et al., 2014, p. 355).

By drawing on video-data of how agents compose and orchestrate semiotic resources in an editing software for moving images, this presentation discusses the contributory modes in the software (Burn, 2014) and how these are used in order to make meaning by agents solving particular tasks in a specific context. The overarching aim of the paper is to discuss the relationship between software studies, which is often said to lack a unifying social theory of meaning making (van Leeuwen & Djonov, 2013), and a multimodal semiotic approach to how agents engage in editing software to make meaning.



References

Bezemer, J., & Kress, G. (2017). Young people, Facebook, and pedagogy. Global Youth in Digital Trajectories, 22.

Burn, A. (2014). The kineikonic mode: towards a multimodal approach to image-media. In C. Jewitt (Ed.), The Routledge Handbook of Multimodal Analysis. London: Routledge (2nd ed., pp. 375-385). London: Routledge.

Burn, A., & Parker, D. (2003). Analysing media texts: Continuum International Publishing Group.

Engebretsen, M. (2010). Skrift/bilde/lyd: analyse av sammensatte tekster. Kristiansand: Høyskoleforl.

Knoblauch, H. (2008). The performance of knowledge: Pointing and knowledge in Powerpoint presentations. Cultural sociology, 2(1), 75-97.

Kvåle, G. (2016). Software as ideology. Journal of Language and Politics, 15(3), 259-273.

van Leeuwen, T., & Djonov, E. (2013). Multimodality and Software. In C. C. A. (Ed.), The Encyclopedia of Applied Linguistics. London: Blackwell Publishing.

Zhao, S., Djonov, E., & van Leeuwen, T. (2014). Semiotic technology and practice: a multimodal social semiotic approach to PowerPoint. Text & Talk, 34(3), 349-375.
Digital competence and multimodality in Swedish curricula: possibilities, challenges and tensions

Anna-Lena Godhe, Department of Education, Communication and Learning, University of Gothenburg, anna-lena.godhe@gu.se

Petra Magnusson, Department of Education and Environment, Kristianstad University,
petra.magnusson@hkr.se

Sylvana Sofkova Hashemi, Department of Pedagogical, Curricular and Professional Studies, Univeristy of Gothenburg, sylvana.sofkova.hashemi@gu.se

The presentation focuses on recent changes in the Swedish curricula for compulsory school and explores to what extent and how multimodal meaning-making is conceptualized. The changes are supposed to adjust education to a digitalized society and support students’ in their development of “adequate digital competence.

Digitalization potentially facilitates multimodal meaning-making, providing students with a wide range of opportunities through modes and media. Meanings are shaped in new and hybrid formats, and acknowledgement and understanding of the semiotic choices and intentions of students, as well as the potential of multimodal design (Serafini, 2012), become an equity issue (Sofkova Hashemi, 2017; Bezemer & Kress, 2016). Previous studies of multimodality in teaching and assessment show that teachers do not have enough, or accurate, competences to teach or assess multimodal meaning-making on a modal specialized level. Even if teaching encourages the use of several modalities and multimodal meaning-making, most attention is given to the verbal written text in the assessment of students’ work (cf. Oldham, 2005; Matre et al., 2011; Godhe, 2014; Silseth &Gilje, 2017).

We present an analysis of if, and how, the recent changes in the Swedish curricula for compulsory school relate to and support multimodal meaning-making. Content analysis was used to categorize the changes as additions, changes or deletions (Boyatis, 1998; Braun & Clarke, 2006). The analysis shows some support for the inclusion of multimodal meaning-making, implicitly pointing to other modalities than the verbal and to a redefinition of the concept of ‘text’. However, the majority of the changes address the ‘use of digital tools’ as a technical skill. Based on the analysis, questions concerning the implications for teaching, teacher education and possibilities for redefining knowledge and learning (cf. Lankshear & Knobel, 2009; Kalantzis & Cope, 2012), are raised and discussed.

References

Bezemer, J., and G. Kress. 2016. Multimodality, Learning and Communication: A Social Semiotic Frame. London: Routledge.


Boyatzis, R. E. (1998). Transforming qualitative information: thematic analysis and code development. London: Thousand Oaks, CA: SAGE.
Braun, V. & Clarke, V (2006). Using thematic analysis in psychology. Qualitative Research in Psychology 3:2, p. 77-101.
Godhe, A-L. (2014). Creating and assessing multimodal texts: negotiations at the boundary. Diss.Göteborg, University of Gothenburg. Available at; http://hdl.handle.net/2077/35488
Kalantzis, M. & Cope, B. (2012). Literacies. Port Melbourne, Vic: Cambridge University Press.
Lankshear, C. & Knobel, M. (red.) (2008). Digital literacies: concepts, policies and practices. New York: Peter Lang.
Matre, S., Berge, K. L.. Evensen, L. S., Fasting, R. B., Solheim, R., Thygesen, R. (2011). Developing national standards for the teaching and assessment of writing: Rapport frå forprosjekt Utdanning 2020. NRC-Report 2009-2010: Høgskolen i Sør-Trøndelag 2011 81. HIOA HIST UIA UiO.
Oldham, J. (2005). Literacy and media in Secondary Schools in the United Kingdom. In B.
Street (Ed), Literacies Across Educational Contexts: Mediating Learning and Teaching (pp. 170-187). Philadelphia: Caslon.
Serafini, F. (2012). Expanding the four resources model: Reading visual and multi-modal texts. An International Journal, 7(2), 150-164. doi:10.1080/1554480X.2012.656347
Silseth, K. & Gilje Ø. (2017). Multimodal composition and assessment: a sociocultural perspective. Assessment in Education: Principles, Policy & Practice, DOI: 10.1080/0969594X.2017.1297292
Sofkova Hashemi, S. (2017) Socio-semiotic patterns in digital meaning-making: semiotic choice as indicator of communicative experience, Language and Education, 31:5, 432 448, DOI: 10.1080/09500782.2017.1305396

Teaching and assessment of digital, multimodal texts – exploring the possibilities to support educational practices

Anna-Lena Godhe


Department of Education, Communication and Learning, University of Gothenburg
anna-lena.godhe@gu.se

Petra Magnusson


Department of Education and Environment, Kristianstad University
petra.magnusson@hkr.se

Sylvana Sofkova Hashemi


Department of Pedagogical, Curricular and Professional Studies, Univeristy of Gothenburg
sylvana.sofkova.hashemi@gu.se

Two parallel ongoing studies in lower and upper secondary school, aiming to explore and develop teachers’ professional competence regarding teaching and assessment of digital, multimodal meaning-making, are presented and discussed in this presentation. The goal of the projects is to develop models for teaching and assessment practices linked to digital, multimodal meaning-making.

In a practice-close design-based approach, teachers and researchers meet regularly in workshops with the aim to illuminate established meaning-making practices and teachers’ understanding, teaching and assessment of multimodal texts. The predominance of the verbal mode in education (Godhe, 2013; Öman & Sofkova Hashemi, 2015) is being challenged by digital multimodal texts, and the presence of multiple semiotic systems in the representation of meaning needs to be recognized. Moreover, teaching and assessing multimodality requires an understanding of semiotic specialization (Kress & van Leeuwen, 1996/2006; Serafini, 2012; Bezemer & Kress, 2016). In the workshops, teachers and researchers try out different models that explicitly focus on multimodal meaning-making (e.g. Bearne, 2009). Multimodal and digital aspects of meaning-making are addressed in relation to teaching goals and curricula, in order to develop a common knowledge as well as concepts and a metalanguage needed to be able to describe contemporary meaning-making. In-between workshops the teachers try out the models in their classrooms and in the following workshop the models are refined based on their classroom experience.

The presentation discusses preliminary findings from the studies focusing on the aspects of multimodal teaching and assessment that appears to be most problematic. The contribution of a common metalanguage for teachers’ understanding and competence in teaching and assessing multimodal meaning-making is also highlighted. Moreover, to what extent and how the models that have been tried out were helpful in developing the teaching and assessment practices in the classrooms will be discussed.



References

Bearne, E. (2009). Multimodality, literacy and texts: Developing a discourse. Journal of Early Childhood Literacy, 9(2), 156-187.

Bezemer, J. & Kress, G. (2016). Multimodality, learning and communication: a social semiotic frame. London: Routledge.

Godhe, A-L. (2013). Tensions and Contradictions When Creating a Multimodal Text as a School Task in Mother Tongue Education. Nordic Journal of Digital Literacy. 8(4), 208-224.

Kress, G., & van Leeuwen, T. (1996/2006). Reading images: The grammar of visual design. London: Routledge.

Serafini, F. (2012). Expanding the four resources model: Reading visual and multi-modal texts. An International Journal, 7(2), 150-164. doi:10.1080/1554480X.2012.656347

Öman, A., & Sofkova Hashemi, S. (2015). Design and redesign of a multimodal classroom task – Implications for teaching and learning. Journal of Information Technology Education: Research, 14, 139-159.



Analyzing Videos of Dynamic Preschoolers. Complexities and Challenges from a Social Semiotic Multimodal Perspective

Nathaly Gonzalez-Acevedo, PhD candidate


Research Group GREIP Universitat Autònoma de Barcelona UAB, Faculty of Education- Dept. Language and Literature Methodology and Social Sciences.
nathaly.gonzalez@uab.cat

Multimodal research in Early Years school settings is challenging due to the complexity of the environment and the preschoolers’ nature. Preschools are often open and dynamic spaces that rapidly transform according to the needs of students and teachers. Such vibrant spaces align with the preschoolers’ nature, which is curious and lively, and with pedagogic principles that encourage very young learners to be autonomous. The use of video recordings for research is hence complex and challenging. The spaces can change physically and significantly during the research period or even conceptually during a single session. The classroom material is considerably vast and is mostly at preschoolers’ reach. The highly active movement of the preschoolers and the nature of their interaction, which is often energetic and simultaneous to equals, add to the complexity. This paper analyses the complexities of analyzing videos of preschoolers during autonomous and collaborative activities through an exploration of the analysis process of a selection of extracts. The extracts analyzed include preschoolers using Beebots and iPads as productivity tools for learning in an adult-free work space. This paper aims to unveil complexities and challenges that preschoolers’ interaction presents to a multimodal analysis. It is argued that the complexities and challenges are a consequence of the multimodal analysis potential. It is suggested that outlining a set of rules aiming to reduce the complexities and challenges that choices and not-choices entail affects the potential to uncover (in)visible and (un)recognizable sign complexes that are unique and specific to the meaning-maker’s agency, the interpreter(s) agency, the context in which they are produced and the orchestration of meaning-making as well as the transformative engagement in which the interaction takes place.



Keywords: Early years, multimodality, multimodal video analysis, preschoolers' interaction

*I have received the support of the project ‘Knowledge for Network-based Education, Cognition & Teaching (KONECT)’ financed by the Ministerio de Economía y Competitividad: Proyectos I+D del Programa Estatal de Fomento de la Investigación Ciéntifica y Técnica de Excelencia (EDU2013-43932-P)




Rhythm and dialogue as parts of multimodal cohesion and the interplay between the modes in picture book apps

Anette Hagen, PhD candidate


anette.hagen@usn.no

I investigate picture book apps as literary, multimodal texts, with a theoretical basis in the combination of social semiotics and literary reception theory as developed by Wolfgang Iser. However, in this presentation, the theoretical focus will mainly be on social semiotics. According to Theo van Leeuwen (2005), there are four types of multimodal cohesion: rhythm, composition, information linking and dialogue. I would like to elucidate how the dimensions rhythm and dialogue are vital for the multimodal cohesion and the interplay between the modes in such texts. Rhythm and dialogue also serve to illustrate some of the particular features of the picture book app as a medium. This will be seen in relation to two specific picture book apps, The Fantastic Flying Books of Mr. Morris Lessmore and Close Closer Closest, in which the two categories come forward in quite different ways.

When it comes to dialogue, music and interactivity are crucial in these picture book apps. The music often creates bridges between pages and is therefore important in the dialogue between the modes. The interactivity in the apps calls the reader to specific actions. This sometimes creates a dialogue that reinforces or creates literary or artistic devices like foreshadowing, but can in some cases lead to a break in the coherence, when the activities move too far from the narrative. The rhythm of these book apps arises in the order and speed in which they are read, but also in the narrative’s timely organisation. The music represents rhythm in a fundamental way, having specific rhythmical elements. In this way, the rhythm and dialogue form a coherence in the picture book app. This will be further elaborated on in the paper presentation.

References

Leeuwen, T. van (2005). Introducing Social Semiotics. London: Routledge.

Moonbot Studios (2012). The Fantastic Flying Books of MR. Morris Lessmore. [iPad application]. Retrieved from App Store.

Rysjedal, Fredrik (2017). Close Closer Closest. [iPad application]. Retrieved from App Store.



Towards the metafunctional configurations of movement and music

Joshua Han


University of New South Wales

The metafunctional hypothesis - that there are three complementary and simultaneous general functions in the process of semiosis - is used frequently as a point of departure when describing semiotic modes and analysing multimodal texts in social semiotics. The concept of metafunctions first arose as an empirical claim about clause systems in language - that they cluster into three groups of interdependent systems according to meaning making function i.e. the ideational, interpersonal and textual metafunctions (Halliday 1969, 1973). A critical observation that Halliday (1978) identified was the correlation between metafunctions and situational variables of social context. Metafunction has become a central theoretical dimension in Systemic Functional Linguistics and was used as a key heuristic in the description of the grammar of images (Kress and van Leeuwen, 1996), and other social semiotic descriptions of various modes. Thus, the metafunctional hypothesis played an important role in developing a theory of multimodality that recognises that the same meanings can be made across different semiotic modes. However, ideational, interpersonal and textual meanings are not identical across modes. The use of synonymous yet distinct labels (e.g. O’Toole, 1994; Ravelli, 2006) and varying “analogizing strategies” (Martin and Stenglin, 2007: 234) across metafunctional descriptions of modes reflect this. Van Leeuwen (1999: 189-190) postulates that different modes have different metafunctional configurations.

This paper aims to contribute to the development of the metafunctional dimension of multimodality theory by exploring ideational and interpersonal resources in the modes of music and (embodied) movement. It will examine how these resources are realised and co-articulated in each mode. There will be a focus on systems based on experiential meaning potential derived from qualities of movement. By comparing the realisation and co-articulation of ideational and interpersonal resources across these modes, I will attempt to draw preliminary sketches of their metafunctional configurations.


Yüklə 6,97 Mb.

Dostları ilə paylaş:
1   2   3   4   5   6   7   8   9   10   ...   16




Verilənlər bazası müəlliflik hüququ ilə müdafiə olunur ©genderi.org 2024
rəhbərliyinə müraciət

    Ana səhifə