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Multimodality Studies in International Contexts Contemporary Trends and Challenges

Vásquez Rocca, Liliana Artemeva, Natasha Fogarty-Bourget, Chloë Grace
Innbundet / 2023 / Engelsk

Produktdetaljer

ISBN
9781032434872
Publisert
2023-12-21
Utgiver
Vendor
Routledge
Vekt
721 gr
Høyde
229 mm
Bredde
152 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
284

Redaktør
Vásquez Rocca, Liliana
Artemeva, Natasha
Fogarty-Bourget, Chloë Grace

Om bidragsyterne

Liliana Vásquez Rocca, PhD, is Assistant Professor in the Department of Humanities, Faculty of Education and Social Sciences, Universidad Andrés Bello, Chile. In 2018-2022, she coordinated Red Latinoamericana de Estudios sobre Multimodalidad (REDLEM, or the Latin American Network of Studies on Multimodality). She specializes in multimodality and media discourse analysis.

Natasha Artemeva, PhD, is Professor, School of Linguistics and Language Studies, Carleton University, Canada. She specializes in Genre Studies, theories of learning, and multimodality. She co-edited Writing in Knowledge Societies (Parlor Press) and Genre Studies around the Globe (Inkshed), and co-authored Reconsidering Context in Language Assessment (Routledge).

Chloë Grace Fogarty-Bourget holds a PhD in Applied Linguistics and Discourse Studies from the School of Linguistics and Language Studies, Carleton University, Canada, where she teaches courses in Writing and Discourse Studies. She specializes in Multimodal Discourse Analysis, Writing and Genre Studies, and the scholarship of university teaching.

Multimodality Studies in International Contexts Contemporary Trends and Challenges

Vásquez Rocca, Liliana Artemeva, Natasha Fogarty-Bourget, Chloë Grace
Innbundet / 2023 / Engelsk
Vásquez Rocca, Liliana Artemeva, Natasha Fogarty-Bourget, Chloë Grace
Innbundet / 2023 / Engelsk
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This collection responds to the need for theoretically informed and methodologically grounded empirical research on the global transformations in multimodal human communication and social practices in light of recent widespread change.The volume highlights the need to expand on the established approaches--Social Semiotics, Multimodal Discourse Analysis, and Multimodal (Inter)action Analysis--by complementing them with other analytical frameworks to better understand the impact of unprecedented global challenges, such as Covid-19, on the way humans communicate and make use of meaning-making resources. Bringing together established and emergent scholars from a variety of geographical, cultural, and linguistic contexts, the collection presents studies from both the Global North and Global South, including South Africa, Latin America, Brazil, and the Caribbean, to showcase new perspectives in multimodality research.This innovative book will be of interest to students and scholars in multimodality, social semiotics, and discourse analysis.
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This collection responds to the need for theoretically informed and methodologically grounded empirical research on the global transformations in multimodal human communication and social practices.
Lists of FiguresList of ContributorsList of TablesForewordTeresa OteízaAcknowledgementsIntroductionNatasha Artemeva, Liliana Vásquez Rocca, and Chloë Grace Fogarty-BourgetPART ICurrent Trends in Multimodality StudiesChapter 1. Theoretical and Methodological Perspectives on Multimodality in South AfricaArlene ArcherChapter 2. The Seeds and Growth of Multimodality in Latin America: A Historical ReviewDominique Manghi, Carolina Badillo, and Danielle AlmeidaChapter 3. Consolidation of Multimodality Studies in Latin America: A Review of Emergent ThemesCarolina Pérez-Arredondo and Camila Cárdenas-NeiraChapter 4. PanMeMic. Changes in Communication and Interaction During the COVID-19 Pandemic and Beyond: Insights from a Collective, Multimodal Research MethodAna Pedrazzini, Clarice Gualberto, Styliani Karatza, Maryam S. Ghiasian, and Elisabetta AdamiPART IIChallenges to Multimodality Research in Educational ContextsChapter 5. Combining Multimodal Techniques to Approach the Study of Academic Lectures: A Methodological ReflectionEdgar Bernad-MechóChapter 6. A Toolkit for the Analysis of Modal Intensity: Strategies Instructors Use to Facilitate Student Engagement in LearningChloë Grace Fogarty-Bourget, Jesse Pirini, and Natasha ArtemevaChapter 7. A Multimodal Analysis of an Integrating Content and Language in Higher Education (ICLHE) Lecture: Multimodal Ensembles in ActionMiguel F. Ruiz-Garrido and Inmaculada Fortanet-Gómez Chapter 8. Textbook and LearningGermán CanalePART IIIChallenges to Multimodality Studies of Social InteractionChapter 9. Once Upon a Time: Toy Stories, Affordances, and the Playing ActivityDanielle Almeida and Jonathan Feitosa FerreiraChapter 10. Chilean Movement for Non-sexist Education and Semiosis in Social Media: Students Advance, and Teachers Wake UpLiliana Vásquez Rocca, Dominique Manghi, Felipe Pereira, Tomás Farías, and Katherine MalhueChapter 11. Conflict in Interaction: Diverging Topic Trajectories and MisalignmentJarret G. Geenen and Austin HowardChapter 12. Peer Review and Hidden Modalities of Research Process GenresBrad Mehlenbacher and Ashley Rose MehlenbacherPART IVConclusionChapter 13. Multimodal Body Work: Research in the Built EnvironmentChristine RäisänenIndex
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Relaterte produkter

This collection responds to the need for theoretically informed and methodologically grounded empirical research on the global transformations in multimodal human communication and social practices in light of recent widespread change.The volume highlights the need to expand on the established approaches--Social Semiotics, Multimodal Discourse Analysis, and Multimodal (Inter)action Analysis--by complementing them with other analytical frameworks to better understand the impact of unprecedented global challenges, such as Covid-19, on the way humans communicate and make use of meaning-making resources. Bringing together established and emergent scholars from a variety of geographical, cultural, and linguistic contexts, the collection presents studies from both the Global North and Global South, including South Africa, Latin America, Brazil, and the Caribbean, to showcase new perspectives in multimodality research.This innovative book will be of interest to students and scholars in multimodality, social semiotics, and discourse analysis.
Les mer
This collection responds to the need for theoretically informed and methodologically grounded empirical research on the global transformations in multimodal human communication and social practices.
Lists of FiguresList of ContributorsList of TablesForewordTeresa OteízaAcknowledgementsIntroductionNatasha Artemeva, Liliana Vásquez Rocca, and Chloë Grace Fogarty-BourgetPART ICurrent Trends in Multimodality StudiesChapter 1. Theoretical and Methodological Perspectives on Multimodality in South AfricaArlene ArcherChapter 2. The Seeds and Growth of Multimodality in Latin America: A Historical ReviewDominique Manghi, Carolina Badillo, and Danielle AlmeidaChapter 3. Consolidation of Multimodality Studies in Latin America: A Review of Emergent ThemesCarolina Pérez-Arredondo and Camila Cárdenas-NeiraChapter 4. PanMeMic. Changes in Communication and Interaction During the COVID-19 Pandemic and Beyond: Insights from a Collective, Multimodal Research MethodAna Pedrazzini, Clarice Gualberto, Styliani Karatza, Maryam S. Ghiasian, and Elisabetta AdamiPART IIChallenges to Multimodality Research in Educational ContextsChapter 5. Combining Multimodal Techniques to Approach the Study of Academic Lectures: A Methodological ReflectionEdgar Bernad-MechóChapter 6. A Toolkit for the Analysis of Modal Intensity: Strategies Instructors Use to Facilitate Student Engagement in LearningChloë Grace Fogarty-Bourget, Jesse Pirini, and Natasha ArtemevaChapter 7. A Multimodal Analysis of an Integrating Content and Language in Higher Education (ICLHE) Lecture: Multimodal Ensembles in ActionMiguel F. Ruiz-Garrido and Inmaculada Fortanet-Gómez Chapter 8. Textbook and LearningGermán CanalePART IIIChallenges to Multimodality Studies of Social InteractionChapter 9. Once Upon a Time: Toy Stories, Affordances, and the Playing ActivityDanielle Almeida and Jonathan Feitosa FerreiraChapter 10. Chilean Movement for Non-sexist Education and Semiosis in Social Media: Students Advance, and Teachers Wake UpLiliana Vásquez Rocca, Dominique Manghi, Felipe Pereira, Tomás Farías, and Katherine MalhueChapter 11. Conflict in Interaction: Diverging Topic Trajectories and MisalignmentJarret G. Geenen and Austin HowardChapter 12. Peer Review and Hidden Modalities of Research Process GenresBrad Mehlenbacher and Ashley Rose MehlenbacherPART IVConclusionChapter 13. Multimodal Body Work: Research in the Built EnvironmentChristine RäisänenIndex
Les mer

Produktdetaljer

ISBN
9781032434872
Publisert
2023-12-21
Utgiver
Vendor
Routledge
Vekt
721 gr
Høyde
229 mm
Bredde
152 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
284

Redaktør
Vásquez Rocca, Liliana
Artemeva, Natasha
Fogarty-Bourget, Chloë Grace

Om bidragsyterne

Liliana Vásquez Rocca, PhD, is Assistant Professor in the Department of Humanities, Faculty of Education and Social Sciences, Universidad Andrés Bello, Chile. In 2018-2022, she coordinated Red Latinoamericana de Estudios sobre Multimodalidad (REDLEM, or the Latin American Network of Studies on Multimodality). She specializes in multimodality and media discourse analysis.

Natasha Artemeva, PhD, is Professor, School of Linguistics and Language Studies, Carleton University, Canada. She specializes in Genre Studies, theories of learning, and multimodality. She co-edited Writing in Knowledge Societies (Parlor Press) and Genre Studies around the Globe (Inkshed), and co-authored Reconsidering Context in Language Assessment (Routledge).

Chloë Grace Fogarty-Bourget holds a PhD in Applied Linguistics and Discourse Studies from the School of Linguistics and Language Studies, Carleton University, Canada, where she teaches courses in Writing and Discourse Studies. She specializes in Multimodal Discourse Analysis, Writing and Genre Studies, and the scholarship of university teaching.

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