| 1. |
- Adami, Elisabetta, et al.
(författare)
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Editorial multimodality and society
- 2024
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Ingår i: Multimodality & Society. - : Sage Publications. - 2634-9795 .- 2634-9809. ; 4:1, s. 3-10
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This issue, the first of volume 4, marks the start of Multimodality & Society’s fourth year and provides a good moment to look across the past 3 years to review and reflect on the journal’s contribution to multimodality. Multimodality & Society aims to consolidate and advance multimodal theory, methodologies, and empirical understanding of interaction and communication. This editorial considers the collective contribution of the 12 issues published to date and points to how the journal can continue to push the boundaries of multimodality forward. We highlight the significance of the journal’s expansion of multimodal formats, and several directions embedded in the journal scope which we have advanced.
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| 2. |
- Christensson, Johan, Universitetslektor, 1984-
(författare)
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Resemiotized experience in classroom interaction: A student teacher’s interactional use of personal stories during teaching placement
- 2021
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Ingår i: Multimodality & Society. - : Sage. - 2634-9795 .- 2634-9809. ; 1:4, s. 497-516
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Tidskriftsartikel (refereegranskat)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.
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| 3. |
- Ericsson, Stina, 1972
(författare)
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Equality, marginalisation, and hegemonic negotiation: Embodied understandings of the built and designed environment
- 2023
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Ingår i: Multimodality & Society. - 2634-9795 .- 2634-9809. ; 3:4, s. 313-335
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Tidskriftsartikel (refereegranskat)abstract
- People’s experience of interacting with the built environment, such as entering a building, varies depending on how the environment is designed. For instance, a set of steps may be tackled without conscious thought by one person while they may prevent another person from entering altogether. Such processes mean that people are being categorised in different ways. The aim of this article is to add to our knowledge of how the built and designed environment, as semiotic resources with social meanings, variously constrains and enables individuals’ participation in society, based on categorisation. Data is collected using a citizen science approach, whereby people have been invited to submit photos and comments about their experiences of the physical environment. This data is analysed using Spatial Discourse Analysis and theories of embodiment. The analysis shows how equivalence, marginalisation, and hegemonic negotiation variously inform people’s sense- making of the physical environment as a multimodal resource. The article uses this analysis to expose unspoken norms in the physical environment and to extend Spatial Discourse Analysis. It argues that multimodal analyses of the physical environment need to further consider the situated materiality of the interaction between people and the environment by accounting for individual variance.
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| 4. |
- Han, Joshua, 1991-, et al.
(författare)
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Multimodal rhythm in TikTok videos : Exploring a recontextualization of the Gillard ‘misogyny speech’
- 2024
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Ingår i: Multimodality & Society. - : Sage Publications. - 2634-9795 .- 2634-9809. ; 4:1, s. 58-79
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a multimodal rhythmic analysis of a TikTok video, adopting a social semiotic perspective on embodied meaning-making. We highlight the importance of rhythm in coordinating and intertwining semiotic modes to produce meaning. The study develops a method for undertaking an integrated multimodal analysis of rhythm across speech, bodily action, gesture and music, and develops a transcription convention for representing this rhythmic unfolding. The data considered is a TikTok ‘glambot/boss challenge’ video featuring a lip sync to audio sampled from former Australian Prime Minister Julia Gillard’s 2012 culturally iconic ‘Misogyny Speech’ condemning misogynist and sexist men, particularly those in positions of power. This speech achieved viral prominence internationally and continues to be a key feminist text in Australian political history. The paper demonstrates how end-accented rhythmic groups create anticipation and lead to the main event in both the speech and glambot sections of the video. Alongside the rhythmic analysis, the article examines the intertextual meanings established with other TikTok videos that iterate the glambot meme and glambot challenge.
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| 5. |
- Holmberg, Per, 1964
(författare)
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Reading runes with the sun. A geosemiotic analysis of the Rök runestone
- 2021
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Ingår i: Multimodality & Society. - : SAGE Publications. - 2634-9809 .- 2634-9795. ; 1:4, s. 455-473
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Tidskriftsartikel (refereegranskat)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.
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| 6. |
- Insulander, Eva, 1972-, et al.
(författare)
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Teaching through objects and collections : The case of Strängnäs Secondary Grammar School and school museum 1830-1960
- 2023
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Ingår i: Multimodality & Society. - 2634-9795 .- 2634-9809. ; 3:4, s. 336-365
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to introduce educational history to multimodal studies by combining a source-oriented approach with multimodal social semiotics. We trace the role of objects and collections in teaching and learning, and focus on Strängnäs Secondary Grammar School in Sweden 1830-1960 as a case example. Closely examining original documents, remaining physical objects, and examples of their situated use as represented in photographs and drawings, the paper provides a nuanced perspective on how object-based pedagogy was applied. It traces how objects and artefacts were incorporated into the school’s collections, by the actions of different actors, in processes of recontextualisation and framing. The activity types that we use as examples, include: drawing lessons in art, weapons practice in physical education, plant collecting in botany, and map exercises in history. These examples show how objects and their meaning potential were used in teaching and learning, and how they realized certain discourses of schooling. Based on our examples, we can see how educational discourses such as progressivism came to have different impact in different subjects. While an authoritarian and national discourse prevailed in art and physical education, a scientific and progressive discourse seem to have been established in botany and history. By combining multimodality with historical research, we can understand meaning-making within a larger context of sociocultural practices and sociopolitical forces.
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| 7. |
- Jensen, Signe Kjaer, 1987-, et al.
(författare)
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Stronger together : Moving towards a combined multimodal and intermedial model
- 2024
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Ingår i: Multimodality & Society. - 2634-9795 .- 2634-9809.
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the complementary potential of intermedial and multimodal semiotic analysis. Both multimodal and intermedial research explore the multifaceted nature of communication. However, since research fields have different foci and analytical methods, they are less connected than they could be. We approach intermediality and multimodality as complementary frameworks and argue that there is much to gain in drawing on the analytical strengths of both. To this end, underlying differences in method and theoretical assumptions need to be made explicit. Drawing on John A. Bateman and Lars Elleström’s previous explorations of the common ground between the frameworks, we map an arena where multimodal and intermedial analysis can work together. We demonstrate how a combined multimodal and intermedial perspective can function by zooming in and out between the perspectives as we explore the role of “Ride of the Valkyries” in Wagner’s opera Die Walküre (1870), in a Nazi newsreel, and in Francis Ford Coppola’s movie Apocalypse Now (1979). The multimodal perspective provides us with nuanced language for transcribing and discussing how different semiotic resources work together, and the intermedial perspective allows us to discuss the chain of media transformation, where each instance increases and transforms the meaning potential of the “Ride of the Valkyries”.
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| 8. |
- Jewitt, Carey, et al.
(författare)
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Editorial
- 2021
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Ingår i: Multimodality & Society. - : Sage Publications. - 2634-9795 .- 2634-9809. ; 1:1, s. 3-7
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The launch of Multimodality & Society by Sage is a recognition, if any were needed, that the field of multimodality has reached a new level of maturity. It serves to further establish multimodality as a significant and dynamic area of investigation in contemporary communication and interaction.Multimodality & Society marks an important shift in the status of multimodality. In its early days, with its origins in the distinct but interconnected work of linguistic scholars, multimodality largely occupied a somewhat marginal position within linguistics. It was seen as a kind of ‘Linguistics-Plus’ approach, an optional analytical layer over existing linguistic paradigms. Over the past two decades or so, multimodal theory and methods have been honed and developed through the intensive work of scholars within distinct areas of linguistics and semiotics, that seek to understand communication, interaction and representation to be more than about language. With attention to the full range of modes – gesture, gaze, movement, posture, and so on, multimodality interrogates how the resources and processes of meaning-making shape and are shaped by people, institutions and societies. The power of multimodality lies in the concepts, methods and theoretical frameworks it provides for the collection and analysis of a wide variety of visual, aural, embodied, material, and spatial aspects of interaction and environments, and insight on the relationships between these. This has led to the emergence of different theoretical approaches to multimodality, each articulate and emphasize multimodal concerns differently through their concepts, methods, and empirical interests. Approaches, such as, for example, multimodal conversation analysis, multimodal corpus design, multimodal ethnography, multimodal (critical) discourse analysis, multimodal metaphor, and multimodal social semiotics, are taught and used within disciplines including linguistics, discourse studies, media and communication studies, as well as education studies. These collectively position multimodality at the forefront of understanding communication, interaction and representation.
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| 9. |
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| 10. |
- Ridell, Kim, PhD, 1988-, et al.
(författare)
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Prompting story elements in first grade : An intermodal approach for exploring two teachers’ orchestrations
- 2024
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Ingår i: Multimodality & Society. - : Sage Publications. - 2634-9795 .- 2634-9809. ; 4:1, s. 29-57
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Tidskriftsartikel (refereegranskat)abstract
- Although the teaching of narrative texts in primary school is well researched, there is a lack of insight into how visual models and multimodal prompts are used by teachers to convey genre-specific knowledge. Therefore, we conducted a multimodal study of the teaching practices in two first-grade classrooms during joint re-tellings of the folktale Little Red Riding Hood and subsequent interactions around narrative genre. In both cases, the teachers used the graphical model The Story Face as well as a whiteboard canvas in their orchestrations. Data was collected in the form of audio and video recordings. Underpinned by a social semiotic framework combined with Bernstein’s concept framing, the analyses revealed that both teachers focused on story events and the story’s macrostructure while displaying different orientations in the use of verbal language and visual representations. This resulted in different emphases on either story-specific or more general features of narrative genre. Furthermore, the students showed an interest in iconic and suspense-building story dialogue, but this aspect was generally de-emphasized by the teachers’ use of verbal language and visual resources. Based on these findings, we discuss the significance of studying teachers’ differing orchestrations through overlapping modes.
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