scholarly journals “Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics

2021 ◽  
pp. 074108832110516
Author(s):  
Sara Doody ◽  
Natasha Artemeva
Keyword(s):  
Knowledge Construction ◽  
Interaction Analysis ◽  
Medical Physics ◽  
Multimodal Interaction ◽  
Analytical Framework ◽  
Genre Analysis ◽  
Laboratory Notebook ◽  
Rhetorical Action ◽  
Rhetorical Genre ◽  
Writing Activity

Writing and genre scholarship has become increasingly attuned to how various nontextual features of written genres contribute to the kinds of social actions that the genres perform and to the activities that they mediate. Even though scholars have proposed different ways to account for nontextual features of genres, such attempts often remain undertheorized. By bringing together Writing, Activity, and Genre Research, and Multimodal Interaction Analysis, the authors propose a conceptual framework for multimodal activity-based analysis of genres, or Multimodal Writing, Activity, and Genre (MWAG) analysis. Furthermore, by drawing on previous studies of the laboratory notebook (lab book) genre, the article discusses the rhetorical action the genre performs and its role in mediating knowledge construction activities in science. The authors provide an illustrative example of the MWAG analysis of an emergent scientist’s lab book and discuss its contributions to his increasing participation in medical physics. The study contributes to the development of a theoretically informed analytical framework for integrative multimodal and rhetorical genre analysis, while illustrating how the proposed framework can lead to the insights into the sociorhetorical roles multimodal genres play in mediating such activities as knowledge construction and disciplinary enculturation.

Creating the digital citizen: students’ co-construction of meaning for global citizenship during online discussions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
John P. Myers
Keyword(s):  
Knowledge Construction ◽  
Meaning Making ◽  
Global Citizenship ◽  
Interaction Analysis ◽  
Discussion Board ◽  
Online Discussions ◽  
Discussion Boards ◽  
Discussion Forums ◽  
Analysis Model ◽  
Content Type

PurposeThis study examines whether online asynchronous discussion forums support student’s meaning-making about citizenship in a globalizing world. Citizenship is an increasingly contested identity for young people, yet they have few opportunities in traditional civic education to consider their own citizenship. Although online discussions are considered effective spaces for increasing dialogue and critical thinking between diverse students, there has been little research to understand how effective they are for helping students to construct new understandings of citizenship.Design/methodology/approachA content analysis approach was used to analyze and code 89 discussion board posts. The Interaction Analysis Model (IAM) coding scheme was used to describe and analyze the quality of knowledge construction that occurred across the posts focusing on different aspects of global citizenship.FindingsThe findings demonstrate that the discussion boards produced substantive talks about the meaning of citizenship that in some instances reached the level of new knowledge construction. The students considered different meanings for global citizenship and negotiated positions on key issues. However, the highest levels of knowledge construction were rarely reached.Practical implicationsA major implication is the need to organize and cue discussion boards to support knowledge construction in addition to fostering dialogue.Originality/valueThis study contributes to the role that technology can play in supporting students’ knowledge construction about global citizenship that go beyond the scripted meanings conveyed in civics classes.

scholarly journals Enacting sabotage in siblings’ conflicts: Desired objects and deceptive bodies

Childhood ◽  
2020 ◽  
pp. 090756822096566
Author(s):  
Emilia Zotevska ◽  
Asta Cekaite ◽  
Ann-Carita Evaldsson
Keyword(s):  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Childhood Studies ◽  
Sibling Conflict ◽  
Considerable Time ◽  
Specific Focus ◽  
Time And Energy

The present study examines sibling’ conflict trajectories with a specific focus on acts of sabotage – deliberate obstruction or destruction of activities with an object. Multimodal interaction analysis is used to understand how siblings’ conflicts are organised through multiple (verbal and embodied) practices. We further draw on childhood studies that focuses on children’s material practices and use the term enactment to better understand human-nonhuman relations. The study found that children put considerable time and energy into configuring deceptive bodies that both organised and disrupted their local moral orders.

scholarly journals We’ve Selected a Candidate Who More Closely Fits Our Current Needs: A Genre Analysis of Academic Job-Refusal Letters

2019 ◽  
Vol 34 (1) ◽  
pp. 3-37
Author(s):  
Luke Thominet
Keyword(s):  
Job Search ◽  
Full Range ◽  
Genre Analysis ◽  
Search Process ◽  
Negative Experiences ◽  
Applicant Perceptions ◽  
Rhetorical Genre ◽  
The Common

For many, the academic job-search process involves experiencing rejection, self-doubt, and depression. And a common form of communication during this process—job-refusal letters—can reinforce these negative experiences. This article uses rhetorical genre analysis to study 131 academic job-refusal letters and the applicants’ perceptions of these letters. First it constructs a model of the common genre moves in the sample of letters, giving specific examples of variation in these moves. Then it correlates these moves with the applicants’ perceptions of the letters they received, analyzing the results for statistically significant variations in patterns of applicant perceptions. Based on these analyses, the author argues that the most typified genre moves do not contribute to applicants’ feeling valued. Instead, letters building goodwill through less typified moves and language are often more effective. Ultimately, he argues that we can make the job-search process more humane by attending to the specifics of the full range of interactions between applicants and institutions.

Time to Rethink the Concepts of Knowledge Dissemination and Transfer in the Educational System? A Systems Theoretical Perspective

2012 ◽  
Vol 20 (2) ◽  
pp. 153-163 ◽  
Author(s):  
Helle Mathiasen
Keyword(s):  
Knowledge Construction ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Video On Demand ◽  
Analytical Framework ◽  
Educational Environment ◽  
Knowledge Dissemination ◽  
Learning Resources ◽  
Learning And Teaching ◽  
On Demand

This paper is intended as an invitation to continue reflecting on and discussing the concepts of learning and teaching, including the concept of educational environment and the conditions for knowledge construction in that environment. The key concept is communication, which I link to different environments, including face-to-face (f2f) environments, net-mediated environments and various mixtures of these types of communication environments. Furthermore, I implicate learning resources in the concept of the educational environment. Thus, the main purpose of this paper is to contribute to developing our approach to the nexus between teaching and learning, including the concept of environment and the conditions for knowledge construction. I present a case study, which I analyse using a systems theoretical analytical framework, in order to discuss the relation between learning and the environment, including the idea of the possibility of knowledge transfer and knowledge dissemination. The specific focus is on learning resources in specific programs-on-demand (podcasts) and video-on-demand (vodcasts, from now just podcast) – and the students’ approaches to these learning resources and the environment offered. My point of departure is to contribute to scholarly discussion of learning resources and, in particular, of the use of podcasts and students’ approaches to these learning resources in concrete educational contexts. Finally, I suggest that we take the opportunity to reflect on the challenging task: how can we organize teaching and environments for learning, including the choice of learning resources, in order to provide each student with the possibility of developing the concrete educational qualifications that are required?

Analysing the Construction of Modal Configurations with Mediating Digital Texts in the Classroom

2015 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Jonathon Adams
Keyword(s):  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Communicative Practices ◽  
Digital Texts

AbstractWith digital texts being employed in classrooms, the construction and content of communication need to be examined to understand implications for classroom pedagogies and the development of new communicative practices. The study employs a multimodal interaction analysis (MIA) framework (

scholarly journals Towads a hybrid approach to genre teaching: comparing the swiss and brazilian schools of socio-discursive interactionism and rhetorical genre studies

2018 ◽  
Vol 7 (2) ◽  
pp. 101-120
Author(s):  
Vera Lúcia Lopes Cristovão ◽  
Natasha Artemeva
Keyword(s):  
North American ◽  
Hybrid Approach ◽  
Genre Analysis ◽  
Genre Studies ◽  
Rhetorical Genre Studies ◽  
The Future ◽  
Rhetorical Genre ◽  
Key Features ◽  
Similarities And Differences ◽  
Theoretical Foundations

Theoretical foundations of the Swiss School of Socio-Discursive Interactionism (SDI), North American Rhetorical Genre Studies (RGS) and the Brazilian School of SDI are reviewed, compared, and contrasted, and the similarities and differences in their key features and perspectives on genre analysis and pedagogy are discussed. The Brazilian School of SDI is identified as an expansion of Swiss SDI. The reviewed approaches are shown to be somewhat complementary. The recommendations are made for the future hybrid use of the Brazilian School of SDI and RGS in pedagogical applications.

Poems on Māori identity: From multimodal interaction analysis to poetry

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Tui Matelau
Keyword(s):  
Qualitative Study ◽  
Cultural Identity ◽  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Cultural Identities ◽  
Small Scale ◽  
Human Beings ◽  
The Way

AbstractResearch into Māori identity has revealed cultural identities that neglect to include a large number of Māori (McIntosh, 2005; Moeke-Maxwell, 2005; Meijl, 2006; Houkamau, 2010). Fluid Māori identity is an emerging cultural identity and is encouraging but there continues to be a gap in the research into an inclusive Māori identity (Borell, 2005; McIntosh, 2005; Moeke-Maxwell, 2005). I conducted a small scale qualitative study. Through ethnographic observations of two Māori female participants and semi-structured socio linguistic interviews, I explored the participants’ Māori identities and analysed my findings using multimodal interaction analysis. These findings revealed that the participants enacted two distinctive Māori identities. I also found that numerous networks and institutions contribute to the layers of discourse that enforce the Māori identities. At this point in the research I used poetry to enhance my analysis of the data as poetry can be used “to convey our experiences of other people and - even more audaciously - to explain why human beings think and act the way we do,” (Maynard & Cahnmann-Taylor, 2010, p.14). I wrote two poems; each poem representing one participant. Writing these poems helped me to move from describing the findings of the research to analysing the findings.

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