Bücher der Reihe Routledge Studies in Multimodality

This collection critically considers the question of how learning and teaching should be conceived, understood, and approached in light of the changing nature of learning scenarios and new pedagogies in this current age of multimodal digital texts, practices, and communities.The book takes the concept of digital artifacts as being composed of multiple meaning-making semiotic resources, such as visuals, music, and design, as its point of departure to explore how diverse communities interact with these tools and develop and explore their understanding of digital practices in learning contexts. The first section of the volume examines different case studies in which involved participants learn to grapple with the introduction of digital tools for learning in children's early years of schooling. The second section extends the focus to secondary and higher education settings as digital learning tools grow more complex as do students, parents, and teachers' interactions with them and the subsequent need for new pedagogies to rethink these multimodal artifacts. A final section reflects on the implications of new multimodal tools, technologies, and pedagogies for teachers, such as on teacher training and community building among educators.In its in-depth look at multimodal approaches to learning as meaning-making in a digital world, this book will be of interest to students and scholars in multimodality, English language teaching, digital communication, and education.

This collection offers a thorough treatment of the ways in which the verbal and visual semiotic modes interrelate toward promoting gender equality and social inclusion in children's picture books.Drawing on cutting-edge theoretical work in multimodality, including multimodal cognitive linguistics, multimodal discourse analysis, and visual social semiotics, the book expands on descriptive-oriented studies to offer a more linguistically driven perspective on children's picture books. The volume explores the choice afforded to and the lexico-semantic and discursive strategies employed by writers and illustrators in conveying representational, interpersonal, and textual meanings in the verbal and non-verbal components in these narratives in order to challenge gender stereotypes and promote the social inclusion of same-sex parent families.This book will be of particular interest to students and scholars in multimodality, discourse analysis, social semiotics, and children's literature.Chapters 1 & 8 of this book are freely available as downloadable Open Access PDFs under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

This collection explores the mediation of a wide range of processes, texts, and practices in contemporary digital environments through the lens of a multimodal theory of communication.Bringing together contributions from renowned scholars in the field, the book builds on the notion that any form of digital communication inherently presents a rich combination of different semiotic modes and resources as a jumping-off point from which to critically reflect on digital mediation from three different perspectives. The first section looks at social and semiotic practices and the implications of their mediation on artistic production, cultural heritage, and commerce. The second part of the volume focuses on dynamics of awareness, cognition, and identity formation in participants to digitally-mediated communicative processes. The book's final section considers the impact of mediation on shaping new and different types of textualities and genres in digital spaces.The book will be of particular interest to scholars, researchers and students in multimodality, digital communication, social semiotics, and media studies.

This innovative volume provides a new analytic framework for understanding how meaning-making resources are deployed in images designed for knowledge building in school science.The framework enables analyses of science images from the perspectives of both their complexity and recognizability. Complexity deals with the technical and abstract knowledge of school science (technicality), evaluative dispositions in relation to that knowledge (iconization) and the condensation of the technical and dispositional meanings as 'synoptic eyefuls' in discipline-specific infographics (aggregation). Recognizability concerns the relationship between the appearance of phenomena in reality and the reconfiguration of this reality in images (congruence), the perceptibility or discernibility of the features and contexts of phenomena in images (explicitness), and how images engage their viewers (affiliation). The framework is illustrated by more than 100 images in colour in the e-book and black and white in the paper version and will inform research into multimodal literacy pedagogy that incorporates an understanding of the role of images in the teaching and learning of school science.This book will be of particular interest to scholars in multimodality, semiotics, literacy education and science education.

Critical Multimodal Studies of Popular Discourse is a ground-breaking collection of interdisciplinary studies that bridge two major traditions in discourse studies: multimodal and critical discourse analysis. Chapters by leading and emerging scholars explore the role that individual semiotic resources and their interaction play in concealing and supporting, or drawing attention to and subverting social boundaries and political or commercial agendas in contemporary popular culture.

The COVID-19 pandemic has affected all aspects of our everyday lives - from the political to the economic to the social. Using a multimodal discourse analysis approach, this dynamic collection examines various discourses, modes and media in circulation during the early stages of the pandemic, and how these have impacted our daily lives in terms of the various meanings they express.Examples include how national and international news organisations communicate important information about the virus and the crisis, the public's reactions to such communications, the resultant (counter-)discourses as manifested in social media posts and memes, as well as the impact social distancing policies and mobility restrictions have had on people's communication and interaction practices. The book offers a synoptic view of how the pandemic was communicated, represented and (re-)contextualised across different spheres, and ultimately hopes to help account for the significant changes we are continuing to witness in our everyday lives as the pandemic unfolds.This volume will appeal primarily to scholars in the field of (multimodal) discourse analysis. It will also be of interest to researchers and graduate students in other fields whose work focuses on the use of multimodal artefacts for communication and meaning making.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This innovative book employs genre as a fruitful lens for exploring the complexity of science communication online and the new genre assemblages formed at the interface of multiple genres in digital environments.Pérez-Llantada and Luzón argue for a conceptualization of Science 2.0 that views digital genres in conjunction with other genres, accounting for the ways in which diverse Internet users choose different points of entry for accessing information on science of varied depth, views, and perspectives. Taking Swales's conceptualization of forms of genre collectivity as its point of departure, the book puts forward this new understanding of multisemiotic genre assemblages in digital science communication, considering dimensions of hypertextuality, intertextuality, and multimodality in the interdependent relations between genres. The volume draws on a range of case studies each with a distinct genre assemblage and social agenda, exploring such areas as high stakes science, open peer review, science reproducibility, citizen science, and social media networking.Offering new directions for future research on genre studies and digital science communication, Genre Networks: Intersemiotic Relations in Digital Science Communication will be of interest to scholars in these fields, as well as those working in multimodality, language and communication, and languages for academic purposes.

This edited volume provides research-based knowledge on the use, production and assessment of multimodal texts in the teaching and learning of English as an Additional Language (EAL). This collection will be of interest to scholars in multimodality, language education, and teacher education.

This collection critically considers the question of how learning and teaching should be conceived, understood, and approached in light of the changing nature of learning scenarios and new pedagogies in this current age of multimodal digital texts, practices, and communities.

This collection offers a thorough treatment of the ways in which the verbal and visual semiotic modes interrelate toward promoting gender equality and social inclusion in children¿s picture books.

Multimodal Approaches to Media Discourses brings together contributions from an interdisciplinary group of scholars on corpus-assisted analyses of multimodal data on austerity discourses in the United Kingdom, which extend and expand on the understanding of austerity but also of the methodologies used to analyze multimodal corpora.

This innovative collection builds on current multimodal research to showcase image-centric practices in contemporary media, unpacking the increasing extent to which the visual plays a principal role in modern day communication.

This volume presents innovative research on the multimodal dimension of discourse specific to academic settings, with a particular focus on the interaction between the verbal and non-verbal in constructing meaning. Contributions by experienced and emerging researchers provide in-depth analyses in both research and teaching contexts, and consider the ways in which multimodal strategies can be leveraged to enhance the effectiveness of academic communication. The research presented in this volume is particularly relevant within the context of globalized higher education, where participants represent a wide range of linguistic and cultural backgrounds.

Gunther Kress, one of the founders of social semiotics and multimodality, has made lasting contributions to these fields through his work in semiotics and meaning-making; power and identity; agency, design, production; pedagogy and learning; and sites of transformation. This book brings together leading scholars in a variety of disciplines to examine and build upon his work. Not only do the individual contributions to the book pick up the threads of the often collaborative work of the authors with Kress, but they show how these approaches were subsequently developed and discuss what future trajectories the authors see for them.

This volume presents innovative research on the multimodal dimension of discourse specific to academic settings, with a particular focus on the interaction between the verbal and non-verbal in constructing meaning. Contributions by experienced and emerging researchers provide in-depth analyses in both research and teaching contexts, and consider the ways in which multimodal strategies can be leveraged to enhance the effectiveness of academic communication. The research presented in this volume is particularly relevant within the context of globalized higher education, where participants represent a wide range of linguistic and cultural backgrounds.

Critical Multimodal Studies of Popular Discourse is a ground-breaking collection of interdisciplinary studies that bridge two major traditions in discourse studies: multimodal and critical discourse analysis. Chapters by leading and emerging scholars explore the role that individual semiotic resources and their interaction play in concealing and supporting, or drawing attention to and subverting social boundaries and political or commercial agendas in contemporary popular culture.

Gunther Kress, one of the founders of social semiotics and multimodality, has made lasting contributions to these fields through his work in semiotics and meaning-making; power and identity; agency, design, production; pedagogy and learning; and sites of transformation. This book brings together leading scholars in a variety of disciplines to examine and build upon his work. Not only do the individual contributions to the book pick up the threads of the often collaborative work of the authors with Kress, but they show how these approaches were subsequently developed and discuss what future trajectories the authors see for them.

Investigates the diverse but integrated semiotic potential of storytelling. This collection provides an analysis of how narrative operates using combinations of visual, typographic, aural, gestural and haptic resources.

In this wide-ranging collection, contributors present examples of multimodal discourse analysis in practice. The book illustrates new theoretical, methodological and empirical research into new technologies such as the internet, software, CD-ROM, video, and older technologies such as film, newspapers, brands or billboards. Each chapter demonstrates how aspects of multimodal theory and method can be used to conduct research into these and other multimodal texts.