Multimodality & Society最新文献_第6页

‘The Birth of the Virtual Choir’: Exploring the multimodal realisation of the Covid-19 liminal space in a YouTube virtual choir performance “虚拟唱诗班的诞生”:在YouTube虚拟唱诗班表演中探索Covid-19阈值空间的多模式实现

Multimodality & Society Pub Date : 2022-04-15 DOI: 10.1177/26349795221086882

V. Kerry

{"title":"‘The Birth of the Virtual Choir’: Exploring the multimodal realisation of the Covid-19 liminal space in a YouTube virtual choir performance","authors":"V. Kerry","doi":"10.1177/26349795221086882","DOIUrl":"https://doi.org/10.1177/26349795221086882","url":null,"abstract":"As countries around the world went into lockdown in 2020 during the Covid-19 pandemic, people looked for virtual ways of reducing social isolation. Amongst these online interactions, a relatively new phenomenon – the virtual choir – grew in popularity. As part of a wider study on virtual choirs, this study analyses the multimodal performance of, and textual audience responses to, ‘The Birth of the Virtual Choir’, posted on YouTube in June 2020. The study uses a combination of Mediated Discourse Analysis (Norris and Jones, 2005) and the theoretical concept of liminality (Turner, 1974; van Gennep, 1960) as a means of understanding how one performance in this new genre was used to reflect personal crises during the pandemic and enforced lockdowns. It argues that the song mirrors a process of separation, transition and reaggregation in both time and space, consistent with rites of passages and liminal experiences, whereby social actors are isolated, use creative ways to find order to the chaos, then reintegrate into society as changed subjects. It also demonstrates how online creativity and illusion highlighted one choir’s experience on life and lockdowns during the Covid-19 pandemic, many of which appeared to ring true for their wider audience and other virtual choirs being born into the Covid era.","PeriodicalId":134431,"journal":{"name":"Multimodality & Society","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129546234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Multimodal knowledge building in a Japanese secondary English as a foreign language class 日本第二外语英语课的多模态知识建构

Multimodality & Society Pub Date : 2022-03-01 DOI: 10.1177/26349795221081300

Thomas Amundrud

{"title":"Multimodal knowledge building in a Japanese secondary English as a foreign language class","authors":"Thomas Amundrud","doi":"10.1177/26349795221081300","DOIUrl":"https://doi.org/10.1177/26349795221081300","url":null,"abstract":"Multimodal analysis examines how different modes, such as space, gesture, and language, instantiate meaning together. In this paper, a Systemic Functional-Multimodal Discourse Analysis demonstrates how teachers enact their pedagogy with their students across modes through what is represented experientially, how relationships between people are construed interpersonally, and how coherent texts are realized textually. This paper is a preliminary study of classroom data from a larger project looking at the multimodal pedagogy of Japanese secondary school teachers of English through the paired lenses of Systemic Functional-Multimodal Discourse Analysis and Legitimation Code Theory. It demonstrates how methods from these perspectives may be productively combined. How this teacher builds cumulative knowledge multimodally can be uncovered through the analysis of pedagogic register (Rose, 2018) and exchange (Berry, 1981; Martin and Rose, 2007), as well as classroom space and representing and textual action (Amundrud, 2017; Martin and Zappavigna, 2019). How both gesture and dialogic exchange between the teacher and students modulate the contextual relation of the knowledge construed in class is also explored via semantic gravity, which looks at how closely connected knowledge practices are to their context (Maton, 2014). As a preliminary study, the paper closes with limitations and future directions for this pedagogic multimodality research.","PeriodicalId":134431,"journal":{"name":"Multimodality & Society","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121374825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Freyja–A life vest in damaging isolation, since physical touch is crucial for life 弗蕾雅，一件隔离的救生衣，因为身体接触对生命至关重要

Multimodality & Society Pub Date : 2022-03-01 DOI: 10.1177/26349795211072953

Lotta E Locklund

引用次数: 0

Multimodality, where next?–Some meta-methodological considerations 多模式，下一个是什么?-一些元方法上的考虑

Multimodality & Society Pub Date : 2022-02-10 DOI: 10.1177/26349795211073043

J. Bateman

引用次数: 3

Salient visual foci on human faces in viewers’ engagement with advertisements: Eye-tracking evidence and theoretical implications 观众参与广告时面部的显著视觉焦点:眼动追踪证据和理论意义

Multimodality & Society Pub Date : 2022-02-09 DOI: 10.1177/26349795221076361

Yixiong Chen

{"title":"Salient visual foci on human faces in viewers’ engagement with advertisements: Eye-tracking evidence and theoretical implications","authors":"Yixiong Chen","doi":"10.1177/26349795221076361","DOIUrl":"https://doi.org/10.1177/26349795221076361","url":null,"abstract":"Multimodal theories informed by Systemic Functional Linguistics involve postulations on users’ interactions with multimodal artifacts which need to be tested with behavioral data. Studies empirically testing the postulations are of great theoretical and methodological significance for multimodal research but have so far remained nascent. To open up new avenues of research in this area, findings from an eye-tracking experiment designed to test social semiotic postulations are reported and discussed. Specifically, the experiment adopted a between-group matched design and involved 44 viewers and 10 trials in each of which a print advertisement was randomly presented to the viewers who were instructed to perform a group-specific ad viewing task. Eye movement metrics obtained from the experiment were analyzed by descriptive statistics based on Areas of Interest and the Scanpath Trending Algorithm to link fixation metrics to semantic components of the ads and to calculate the common viewing path per group and trial, respectively. Data analysis results revealed, among others, a concentration of visual attention on human faces placed at various regions of the ads. The findings are then channeled into discussions on information value theory in the grammar of visual design to explicate its implications for theorizing multimodal communication.","PeriodicalId":134431,"journal":{"name":"Multimodality & Society","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132531511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reflections on manifesto writing 关于宣言写作的思考

Multimodality & Society Pub Date : 2022-01-28 DOI: 10.1177/26349795211072444

J. Hanna, S. Ashby

{"title":"Reflections on manifesto writing","authors":"J. Hanna, S. Ashby","doi":"10.1177/26349795211072444","DOIUrl":"https://doi.org/10.1177/26349795211072444","url":null,"abstract":"Each page ought to explode, either from deep and weighty seriousness, a whirlwind, dizziness, the new, or the eternal, from its crushing humour, the enthusiasm of principles or its typographical appearance. (Tristan Tzara, Dada Manifesto, 1918) We have been writing and researching manifestos for many years, and over time we have noticed both an evolution and an ebb and flow in the popularity of the form. For more than a decade, manifesto writing has been on the rise: after the successive upheavals of the financial crisis in 2008, Occupy and the Arab Spring in 2011–2012, the US presidential election in 2016, and the worldwide protests following the death of George Floyd in 2020, the manifesto has regained the prominent position it held during previous waves in the early 20th century and the late 1960s. This has also been aided by the rise of the internet, and social media in particular. Thanks to Twitter and other platforms, today we are all fluent in the blunt, concise, polarising, excitable language of manifestos; we throw out sweeping pronouncements to the world and our efforts are met by instant reactions, likes or dislikes, and, if we’re lucky, virality. In other words, we already know the essential components of manifesto writing. But what can manifestos do for us as researchers and practitioners across various disciplines? How can manifestos serve, in the words of Bruno Latour (2010: 473), ‘Not as a war cry... but rather as a warning’ for the challenges ahead, bringing urgent causes to light and sketching new visions and pathways to alternative futures? Manifesto writing can act as a tonic to counter stagnation – it can generate radical new ideas by freeing us from the","PeriodicalId":134431,"journal":{"name":"Multimodality & Society","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120846293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Book review: Multimodality and Identity 书评:《多模态与身份》

Multimodality & Society Pub Date : 2022-01-07 DOI: 10.1177/26349795211067691

M. Baynham

引用次数: 1

Rule by law versus rule of law: A multimodal analysis of persuasion and legal ideologies in anti-corruption discourse in China 法治与法治:中国反腐话语中的说服与法律意识的多模态分析

Multimodality & Society Pub Date : 2021-11-22 DOI: 10.1177/26349795211060751

Chuanyou Yuan, Yufei He, Yujie Liu

{"title":"Rule by law versus rule of law: A multimodal analysis of persuasion and legal ideologies in anti-corruption discourse in China","authors":"Chuanyou Yuan, Yufei He, Yujie Liu","doi":"10.1177/26349795211060751","DOIUrl":"https://doi.org/10.1177/26349795211060751","url":null,"abstract":"The authors conduct a multimodal analysis of the anti-corruption discourse in China by employing the SFL genre theory and the SF-MDA approach. Anti-corruption discourse that popularizes the anti-corruption mechanism and educates the officials constitutes an important part of China’s anti-corruption campaign. This paper first presents a genre analysis of a corpus of 51 anti-corruption videos on the official public legal education website to examine how these videos are designed in their overall organization to achieve the persuasion purpose—alert officials to stay away from corruption. It is found that most anti-corruption videos are expositions that are embedded with different story genres and emphasize the negative consequence of corruption on one’s family. Using Multimodal Analysis Video software, the authors then analyze the different reader stances enacted through a range of multimodal resources in three representative anti-corruption videos. Based on the detailed multimodal analysis, the authors finally explain how the use of linguistic and visual resources in the videos realizes the underlying ideologies of rule by law and rule of law and future implications of this study.","PeriodicalId":134431,"journal":{"name":"Multimodality & Society","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126411916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Resemiotized experience in classroom interaction: A student teacher’s interactional use of personal stories during teaching placement 课堂互动中的相似体验:实习教师在教学实习中对个人故事的互动使用

Multimodality & Society Pub Date : 2021-11-22 DOI: 10.1177/26349795211059095

J. Christensson

{"title":"Resemiotized experience in classroom interaction: A student teacher’s interactional use of personal stories during teaching placement","authors":"J. Christensson","doi":"10.1177/26349795211059095","DOIUrl":"https://doi.org/10.1177/26349795211059095","url":null,"abstract":"One of the most important points of contact that student teachers have with the teaching profession occurs during placement, as placement provides a prime opportunity for them to interact with pupils and to further develop their teaching. In this article, a mediated discourse analytical perspective is employed as a lens to study a student teacher during his final teaching placement, with the aim of exploring how resemiotizations of previous experiences in the shape of oral stories can be interactionally used in the classroom. The data consist of three video recorded oral presentations, two video recorded sessions in a classroom, interview data, and observational field notes. Due to its potential to link past multimodal semiosis to present-time actions, nexus analysis is employed as the method for analysis. By unpacking a student teacher’s use of oral stories in the classroom, the study demonstrates how stories are adaptable resources that can be used to mark proximity to pupils, and thus serve as a means to manage the interaction order in the classroom. This is an activity with relevance for the teaching profession and, by extension, student teachers' development of professional identity.","PeriodicalId":134431,"journal":{"name":"Multimodality & Society","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115398248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Reading runes with the sun. A geosemiotic analysis of the Rök runestone 与太阳一起阅读符文。Rök符文石的地理符号分析

Multimodality & Society Pub Date : 2021-11-21 DOI: 10.1177/26349795211059109

P. Holmberg

{"title":"Reading runes with the sun. A geosemiotic analysis of the Rök runestone","authors":"P. Holmberg","doi":"10.1177/26349795211059109","DOIUrl":"https://doi.org/10.1177/26349795211059109","url":null,"abstract":"In the field of runestone research, the importance of multimodal understanding has been downplayed although it is obvious that several semiotic resources interact when it comes to carving a stone and erecting it in the landscape. This study examines if it is possible to deal with the methodological challenges of a historical material and make a multimodal approach deepen our understanding of the Rök runestone, one of the most famous and enigmatic Viking Age runestones. The study applies Scollon and Scollon’s geosemiotic framework (2003). Through an investigation of how the visual semiotics interacts with place semiotics and interaction order, it turns out that the marked reading direction of the lines of the inscription symbolizes the movement of the sun, and that the change of font size in two lines probably mimics the change of solar brightness at sunrise and sunset. Further, it is suggested that the big crosses of cipher runes and the small crosses between some information units may represent the sun and stars, respectively. The conclusion is that the monument was risen for the enactment of a counsel of the gods with the aim of securing the rhythm of celestial light. Finally, implications for multimodal research are discussed.","PeriodicalId":134431,"journal":{"name":"Multimodality & Society","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125506091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4