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.
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.
Lists of Figures
List of Contributors
List of Tables
Foreword
Teresa Oteķza
Acknowledgements
Introduction
Natasha Artemeva, Liliana Vįsquez Rocca, and Chloė Grace Fogarty-Bourget
PART I
Current Trends in Multimodality Studies
Chapter
1. Theoretical and Methodological Perspectives on Multimodality in
South Africa
Arlene Archer
Chapter
2. The Seeds and Growth of Multimodality in Latin America: A
Historical Review
Dominique Manghi, Carolina Badillo, and Danielle Almeida
Chapter
3. Consolidation of Multimodality Studies in Latin America: A Review
of Emergent Themes
Carolina Pérez-Arredondo and Camila Cįrdenas-Neira
Chapter
4. PanMeMic. Changes in Communication and Interaction During the
COVID-19 Pandemic and Beyond: Insights from a Collective, Multimodal Research
Method
Ana Pedrazzini, Clarice Gualberto, Styliani Karatza, Maryam S. Ghiasian, and
Elisabetta Adami
PART II
Challenges to Multimodality Research in Educational Contexts
Chapter
5. Combining Multimodal Techniques to Approach the Study of Academic
Lectures: A Methodological Reflection
Edgar Bernad-Mechó
Chapter
6. A Toolkit for the Analysis of Modal Intensity: Strategies
Instructors Use to Facilitate Student Engagement in Learning
Chloė Grace Fogarty-Bourget, Jesse Pirini, and Natasha Artemeva
Chapter
7. A Multimodal Analysis of an Integrating Content and Language in
Higher Education (ICLHE) Lecture: Multimodal Ensembles in Action
Miguel F. Ruiz-Garrido and Inmaculada Fortanet-Gómez
Chapter
8. Textbook and Learning
Germįn Canale
PART III
Challenges to Multimodality Studies of Social Interaction
Chapter
9. Once Upon a Time: Toy Stories, Affordances, and the Playing
Activity
Danielle Almeida and Jonathan Feitosa Ferreira
Chapter
10. Chilean Movement for Non-sexist Education and Semiosis in Social
Media: Students Advance, and Teachers Wake Up
Liliana Vįsquez Rocca, Dominique Manghi, Felipe Pereira, Tomįs Farķas, and
Katherine Malhue
Chapter
11. Conflict in Interaction: Diverging Topic Trajectories and
Misalignment
Jarret G. Geenen and Austin Howard
Chapter
12. Peer Review and Hidden Modalities of Research Process Genres
Brad Mehlenbacher and Ashley Rose Mehlenbacher
PART IV
Conclusion
Chapter
13. Multimodal Body Work: Research in the Built Environment
Christine Räisänen
Index
Liliana Vįsquez 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).
Chloė 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.
