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Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend From the companion website for Rogers, R. (2011). An Introduction to Critical Discourse Analysis in Education, 2nd edition. New York: Taylor and Francis at www.routledge.com/textbooks/9780415874298
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Aim of Presentation To suggest ways of representing and focusing analytic attention on multimodal data, including video and artifacts. To highlight how decisions about representation and transcription affect analysis.
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Multimodal Design
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Artifacts as Dense Realizations of Complex Processes: Produced and Productive Anchor prior meanings and uses Anticipate trajectories and future uses Invite a set of tactics (moves) (de Certeau, Foucault)
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Transcription: Putting Action/Context First Transcript with action/context in first column (Ochs, 1999) to privilege action given left-to right reading.
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Frame by Frame Multimodal Analysis A frame freezes a slice of time-space Changes in spatial position produce (representation of) action Films: linear text made up of a sequence of individual frames
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Making SpongeBob: Modes in Activity Based on analytic approach suggested by Norris (2004, p. 108).
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Handling Objects: Mediated Actions
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Cutting: Modal Intensity
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Layout of Built Environment art table cardboard screen art supply shelf (off-camera )
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Movement art table art supply shelf (off-camera ) cardboard screen
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Proxemics: Relationships Across Space Sports Fans Play Group
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Gaze: Subjectivities and Shared Space
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Visibility: Seeing in Crowded Places Backgrounding and foregrounding Modes circulate discourses; discourses influence which modes get foregrounded Overlapping modes—some are foregrounded; others backgrounded Overlaps and dense places as productive sites for transformation
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Discourses and Social Spaces Skills Mastery Discourse Multimodal Literacy Discourse Intentionality Discourse
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Suggested Readings Hull, C.A., & Nelson, M.E. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224–261. Kress, G. (2004). Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition, 12(4), 5–22. Norris, S. (2004). Analyzing multimodal interaction: A methodological framework. London: Routledge. Ochs, E. (1999). Transcription as theory. In A. Jaworski & N. Coupland (Eds.), The discourse reader (pp. 168–182). London: Routledge. Scollon, R., & LeVine, P. (Eds.). (2004). Discourse and technology: Multimodal discourse analysis. Washington, DC: Georgetown University Press. Voithofer, R., & Foley, A. (2007). Digital dissonances: Structuring absences in national discourses on equity and educational technologies. Equity & Excellence in Education, 40(1), 14–25.
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