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

2015 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Jonathon Adams

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 (

Childhood ◽  
2020 ◽  
pp. 090756822096566
Author(s):  
Emilia Zotevska ◽  
Asta Cekaite ◽  
Ann-Carita Evaldsson

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.


2021 ◽  
pp. 074108832110516
Author(s):  
Sara Doody ◽  
Natasha Artemeva

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.


2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Tui Matelau

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.


2019 ◽  
Vol 47 (2) ◽  
pp. 313-336
Author(s):  
Antonia Steger

Abstract Public space can be understood as a place where strangers encounter each other in certain ways. This has been the common conceptual understanding of the public sphere in sociology and urban studies since Georg Simmel (cf. works by Jane Jacobs, William H. Whyte, Hans Paul Bahrdt, Jan Gehl, Richard Sennett, and many more). However, this understanding of public space often centers around unclear notions of how these encounters are interactively structured. So far, research on this topic has mainly addressed what Goffman termed focused interactions, such as talks between strangers in public. His notion of unfocused interactions, for fleeting encounters, has yet to receive adequate academic attention. Thus, the aim of this article is to engage in an in-depth empirical study of fleeting encounters in public places by drawing on three examples of people passing each other along city streets. Based on video recordings, the multimodal interaction analysis shows that when people pass each other they engage in interactional processes expressed through bodily dimensions, which carry specific social implications. Gaze, along with other visually accessible bodily behaviors, is the most important interactive resource people use to make themselves accountable for passing strangers without making contact. The analysis suggests that through passing each other, strangers generate specific kinds of interactive relations that are typical within the public sphere. Fleeting encounters thus prove to be highly structured, interactively achieved processes through which strangers establish their situated relations in a way that allows them to remain as separate interactional units.


2021 ◽  
Vol 12 ◽  
Author(s):  
Thomas Wiben Jensen ◽  
Stine Steen Høgenhaug ◽  
Morten Kjølbye ◽  
Marie Skaalum Bloch

Introduction: Mentalization concerns the human ability to understand the actions of others (and oneself) in terms of intentional mental states. Theoretically, the notion has been described via the poles of automatic, non-verbal implicit mentalization as opposed to conscious and verbal explicit mentalization. In this article, we challenge this standard distinction by examining examples from psychotherapy. We argue that explicit mentalization can also be carried out via embodied non-verbal actions.Method: Four cases of real-life interaction from psychotherapy sessions are analyzed from the qualitative perspective of embodied cognition and multimodal interaction analysis. The analyses are based on video data transformed into transcriptions and anonymized drawings from a larger cognitive ethnography study conducted at a psychiatric hospital in Denmark.Results: The analyses demonstrate the gradual development from predominantly implicit mentalizing to predominantly explicit mentalizing. In the latter part of the examples, the mentalizing activity is initiated by the therapist on an embodied level but in an enlarged and complex manner indicating a higher level of awareness, imagination, and reflection. Thus, the standard assumption of explicit mentalization as contingent on verbal language is challenged, since it is demonstrated how processes of explicit mentalization can take place on an embodied level without the use of words.Conclusion: Based on real-life data, the study demonstrates that online processes of implicit and explicit mentalization are gradual and interwoven with embodied dynamics in real-life interaction. Thus, the analyses establish a window into how mentalization is carried out by psychotherapists through interaction, which testifies to the importance of embodied non-verbal behavior in psychotherapy. Further, informed by the notion of affordance-space, the study points to alternative ways of conceptualizing the intertwined nature of bodies and environment in relation to conveying more complex understandings of other people.


Author(s):  
Jonathon Adams

Digital, web-based texts as a resource for the classroom present new ways of making meaning as learners draw on a wide range of communicative resources such as gaze and gesture to access and read them. This study employed a multimodal interaction analysis framework to examine an English language class of Japanese university students explaining online video stories face-to-face in a university in Japan. The findings identified a gap in the digital literacy skills the teacher assumed the learners possessed and the actual digital literacy skills required for successful completion of the classroom activity. The findings challenge the assumption that young learners are ‘digital natives', being capable of using technology for the specific purposes required in the class task. Implications for the planning and implementation of digital media for talk in language classroom tasks are discussed.


2015 ◽  
Vol 07 (01) ◽  
pp. 1550007 ◽  
Author(s):  
Xijun Liu ◽  
Bing Huo

A study of multimodal galloping is carried out on an iced transmission line with thin ice accretions. The partial differential governing equations of iced transmission line are established to describe the nonlinear interactions between the in-plane, out-of-plane and torsional vibration, in which geometrical and aerodynamic nonlinearities are considered. The transformation of modal galloping with the continuous variations of parameters and modal interactions are analyzed based on the reduced model obtained by employing Galerkin spatial discretization. Eigenvalue analysis is applied on linear system to determine the switch of different modal galloping in plane U -l, where Hopf bifurcation occurs and mono-modal, bi-modal and multi-modal galloping are observed. Various numerical procedures are implemented to capture the outstanding nonlinear dynamic features of every regional galloping in plane U -l. Internal resonance is observed and investigated to interpret the phenomenon of modal transition which is also analyzed by accounting for the influence of initial conditions on galloping with either symmetric or anti-symmetric modes.


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