Drawing As a Space for Social-Cognitive Interaction

Drawing is recognized as a powerful tool to learn science. Although current research has enriched our understanding of the potential of learning through drawing, scarce attention has been given to the social-cognitive interactions that occur when students jointly create drawings to understand and explain phenomena in science. This article is based on the distributed and embodied cognition theories and it adopted the notion of we-space, defined as a complex social-cognitive space, dynamically established and managed during the ongoing interactions of the individuals, when they manipulate and exploit a shared space. The goal of the study was to explore the role that collaborative drawing plays in shaping the social-cognitive interaction among students. We examine this by a fine-grain multimodal analysis of a pair of middle school students, who jointly attempted to understand and explain a chemical phenomenon by creating drawings and thinking with them. Our findings suggest that collaborative drawing played a key role in (i) establishing a genuine shared-action space, a we-space, and that within this we-space it had two major functions: (ii) enabling collective thinking-in-action and (iii) simplifying communication. We argue that drawing, as a joint activity, has a potential for learning, not restricted to the cognitive process related to the activity of creating external visual representations on paper; instead, the benefits of drawing lie in action in space. Creating these representations is more than a process of externalization of thought: it is part of a process of collective thinking-in-action.

Meaning Making with Multiple Representations: a Case Study of a Preservice Teacher Creating a Digital Explanation

The construction of dynamic multimedia products requires the selection and integration of a range of semiotic resources. As an assessment task for preservice teachers, this construction process is complex but has significant potential for learning. To investigate how weaving together multiple representations in such tasks enables learners to develop conceptual understanding, the paper presents an indicative case study of a 2nd-year preservice primary (K-6) teacher who created a digital explanation on the topic of ‘transparency’ for stage 3 children (ages 11–12). We focus on data gathered during the 3-h construction process including artefacts such as images, online searches, websites accessed and paper records used for planning; the digital explanation as product; audio and video capture of the construction process and pre- and post-construction interviews. Using multimodal analysis, we examine these data to understand how meanings are negotiated as the maker moves iteratively among multiple representations and through semiotic choices within these representations to explain the science concept. The analyses illustrate the complexity of the construction process while providing insight into the creator’s decision-making and to her developing semiotic and conceptual understandings. These findings allow us to build on the concept of cumulative semiotic progression (Hoban & Nielsen, Research in Science Education, 35, 1101-1119, 2013) by explicating the role of iterative reasoning in the production of pedagogic multimedia.

Multimodal analysis of advertising discourse during the lockdown due to COVID-19: Comparison of the communication strategies of financial services and automotive products in Spain

The goal of the following text is to analyze the changes in television advertising in the banking and automobile sectors, according to the social context. The hypothesis is that communication is significantly influenced by the situational context, causing differences between the advertising of the two sectors. A multimodal discourse analysis is used, comparing twenty commercials from the banking and automobile sectors in 2019 and 2020, the period during which the lockdown due to COVID-19 took place. Based on a qualitative and quantitative analysis tables were developed with which to analyze general data such as the value proposition or target audience of the advert, or other special data like the text (verb tenses, rhetorical figures…), the image and the sound used. The fact that context is decisive in communication is made evident, and since this is different in every sector, the communication strategy is clearly different as well. However, the points that the two sectors have in common are remarkable: these range from talking about brands and products, to speaking for and about people.

TRADUCCIÓN INTERSEMIÓTICA: TEORÍAS Y PROPUESTAS PARA SU ESTUDIO EN LALITERATURA Y EL CINE

El presente texto es una revisión de la noción de traducción intersemiótica desde su creación por parte de Jakobson en 1959, y a través de su recuperación en el ámbito de la semiótica, el análisis literario y cinematográfico. La primera parte surge de la necesidad de tener claridad sobre las bases teóricas que delinean los alcances y limitaciones de la intersemiosis, sus derivaciones y propuestas alternas, con especial atención de los postulados de Eco, Lotman, y Sonesson. La segunda parte aborda la aplicación de la teoría al estudio de las obras de traducción intersemiótica, enunciando los modelos de análisis propuestos a partir de la glosemática, el cronotopo, la idea de semiosfera, y el Análisis Multimodal del Discurso. Abstract: This article reviews the notion of intersemiotic translation since it was stablished by Jakobson in 1959, and uses it in the field of semiotic, literary, and cinematographic analysis. First, the article will approach and clarify the theoretical aspects of the concept, together with its scope, limitations, and derivations, and will address alternative proposals, paying special attention to Eco, Lotman, and Sonesson. Secondly, the article will apply the theory to the study of intersemiotic translation, outlining the analysis models that derives from glossematics, the chronotope, the idea of semiosphere, and Multimodal Analysis of Discourse.

The Normative World of Memes: Political Communication Strategies in the United States and Ecuador

The media convergence model presents an environment in which everyone produces information without intermediates or filters. A subsequent insight shows that users (prosumers) —gathered in networked communities—also shape messages’ flow. Social media play a substantial role. This information is loaded with public values and ideologies that shape a normative world: social media has become a fundamental platform where users interact and promote public values. Memetics facilitates this phenomenon. Memes have three main characteristics: (1) Diffuse at the micro-level but shape the macrostructure of society; (2) Are based on popular culture; (3) Travel through competition and selection. In this context, this paper examineshow citizens from Ecuador and the United States reappropriate memes during a public discussion? The investigation is based on multimodal analysis and compares the most popular memes among the United States and Ecuador produced during the candidate debate (Trump vs. Biden [2020] and Lasso vs. Arauz [2021]). The findings suggest that, during a public discussion, it is common to use humor based on popular culture to question authority. Furthermore, a message becomes a meme when it evidences the gap between reality and expectations (normativity). Normativity depends on the context: Americans complain about the expectations of a debate; Ecuadorians, about discourtesy and violence.

MEANING-MAKING OF INTERNET MEMES TO CREATE HUMOROUS SENSE: FUNCTIONS AS SPEECH ACTS

This research explored how the memes were created with multimodal elements that could make meaning to create a humorous sense and function as speech acts. With the complexity of meaning-making, nowadays, it had become a trend that people could communicate online through Memes. Semiotics provides how the combination of modes, media, and potential meanings, that were applied to make meaning in memes. At the same time, pragmatics proposes details on how memes can function as speech acts. This research adopted a qualitative method using multimodal analysis by Leeuwen (2005) and speech acts theory by Bach and Harnish (1980) that were employed as the theoretical framework. A total of 16 memes were retrieved and captured as JPG files from social media and other internet websites; therefore, documentation was the only technique used in this research. The results of the study showed that (1) the integration of semiotic resources such as mode, media, and meaning potentials in memes aided the readers to understand the background knowledge of memes (2) two types of communicative illocutionary acts were found in the memes: constative and directive illocutionary acts which function to express the emotion or opinions and question something (3) the effects of using internet memes could be seen through verbal and non-verbal perlocutionary acts which showed an agreement and had the same feeling as in the memes. Finally, the memes containing multimodal components composed of semiotic resources interacted creatively to make humorous sense, and it could aid the readers to communicate online.

How EFL Teachers Engage Students: A Multimodal Analysis of Pedagogic Discourse During Classroom Lead-Ins

Classroom lead-in is the initial stage for motivating students to become engaged in-class interaction. However, little research, to our knowledge, has analyzed the role of teachers’ multimodal competence reflected through their multimodal pedagogic discourse in the realization of the ultimate goals of classroom lead-ins. Based on the data collected from a teaching contest in China, this paper explores how two-winner teachers utilize their multimodal ensembles of communicative modes to engage students during classroom lead-ins. The analysis shows that different communicative modes construct the higher-level action of lead-in, and they are orchestrated into multimodal ensembles for the specific function of each lead-in move. The findings indicate that EFL teachers’ high multimodal competence plays a decisive role in performing classroom lead-ins, and different lead-ins strategies influence the different orchestration of communicative modes. In constructing multimodal pedagogic discourse, teachers build up their professional image and display their personal charm as well. Future research for multimodal discourse analysis and pedagogic research is suggested in the paper.