scholarly journals Revisioning History: A Deconstructionist Reading of a Learner’s Multimodal Text, Revenge

2016 ◽  
Vol 12 (8) ◽  
pp. 64
Author(s):  
Zillasafarina Ja'afar ◽  
Noraini Md. Yusof ◽  
Noraini Ibrahim
Keyword(s):  
Digital Communication ◽  
Meaning Making ◽  
Critical Reading ◽  
Text And Image ◽  
Theoretical Concepts ◽  
Political Issues ◽  
Historical Texts ◽  
Recent Interest ◽  
Multimodal Text ◽  
Verbal Data

<p>Recent interest in multimodality recognizes the integration of text and image in meaning-making as representing reality. It has also been argued that with the use of digital communication, the meanings of visual and verbal data can be easily manipulated rendering them unreliable. As such, a close and critical reading of the text is required to discover what is hidden, absent, or inconsistent with it. In a deconstruction of a multimodal digital composition of a poem that involves revisioning of history, this paper privileges the absences of cultural and historical texts to signify socio-political issues. An eclectic use of theoretical concepts on meaning-making, especially those proposed by Kress and van Leeuwen, Foucault and Baudrillard, constructs the discussion of the analysis. The digital poem entitled ‘Revenge’ is deconstructed to further discover such absence in the text. The findings reveal that language and images are used by the learner as a source of power to negotiate the boundaries of identity. It has also been discovered that the message in rhetoric and visuals complement each other to support the process of meaning-making.</p>

scholarly journals Primary teachers’ perspectives on teaching critical reading incorporating multimodal text

2021 ◽  
Vol 1842 (1) ◽  
pp. 012034
Author(s):  
Nur Amalia ◽  
Harun Joko Prayitno ◽  
Ratnasari Diah Utami ◽  
Dwi Yuniasih Saputri
Keyword(s):  
Primary Teachers ◽  
Critical Reading ◽  
Multimodal Text ◽  
Teachers Perspectives

scholarly journals Attractor states, control parameters, and co-adaptation in instructed L2 inferential comprehension: a design-based research study of a critical reading intervention

2013 ◽  
Vol 13 (2) ◽  
pp. 463-492
Author(s):  
Moisés Damián Perales Escudero
Keyword(s):  
Reading Intervention ◽  
Meaning Making ◽  
Theory And Practice ◽  
Control Parameters ◽  
Critical Reading ◽  
Design Based Research ◽  
Instructional Needs ◽  
Rhetorical Genre ◽  
L1 And L2 ◽  
Inferential Comprehension

Previous L1 and L2 research on inferential comprehension has tended to follow a quantitative orientation. By contrast, L2 research on critical reading is qualitative and tends to ignore inferences. This paper presents a qualitative, design-based study of a critical reading intervention focused on promoting generative rhetorical inferences and investigating co-adaptation and emergence of new meaning-making capacities. Complexity theory (CT) constructs were used to research processes of co-adaptation between the participants' comprehension and the teacher-researcher's understanding of learning and instructional needs. Identification of attractor states and control parameters in classroom discourse were used to explore unpredicted factors influencing the participants' inferential comprehension and further refine the intervention. The results indicate that rhetorical genre knowledge acted as a control parameter driving the students' comprehension to attractor states characterized by implausible inferences, and that this knowledge explains the emergence of pragmatic meaning (rhetorical inferences) from semantic meaning. The paper illustrates the usefulness of CT constructs in doing design-based research qualitatively in a manner that informs both theory and practice.

scholarly journals The Power of Voice: Using Audio Podcasts to Teach Vocal Performance and Digital Communication

2021 ◽  
Vol 4 ◽  
pp. 38-50
Author(s):  
Amanda Hill
Keyword(s):  
University Students ◽  
Digital Communication ◽  
Meaning Making ◽  
Specific Aspect ◽  
Nonverbal Cues ◽  
Communication Studies ◽  
Vocal Performance ◽  
Nonverbal Behaviors ◽  
Group Project

Today’s students often speak through mediated technologies. Thus, understanding how nonverbal cues impact meaning-making is key to understanding effective communication across mediums. This case study explores a group project where students created audio podcasts to teach others about a specific aspect of communication studies while considering the way sound and vocal performance affect the transference of the message. This article examines the use of audio podcasts as a vehicle for teaching university students about the power of paralinguistic and chronemic nonverbal behaviors.

scholarly journals Facebook and a Fair Trial: Caution, Challenge and Contradiction

2020 ◽  
Vol 2 (1) ◽  
pp. 135-151
Author(s):  
Kate Tubridy
Keyword(s):  
Social Media ◽  
Critical Discourse Analysis ◽  
Digital Communication ◽  
Meaning Making ◽  
Fair Trial ◽  
Critical Discourse ◽  
Criminal Trials ◽  
Legal Principles ◽  
High Profile ◽  
To Receive

This article explores the often fraught intersections between social media, fair trial principles and community engagement with high-profile crimes. Specifically, a detailed analysis is undertaken of the Facebook response to the arrest of Adrian Ernest Bayley for the murder of Ms Gillian (Jill) Meagher in Victoria, Australia in 2012. As one of the first Australian crimes to receive a significant social media response, this research provides empirical insights into the dynamic and evolving relationship between social media, the community and criminal trials. By drawing on a critical discourse analysis of over 3,000 comments on the R.I.P Jill Meagher Facebook page, this article identifies and critiques a ‘Discourse of Challenge’ in which digital communication enabled the reinterpretation of legal principles. Further, this article provides empirical insights into the meaning-making processes of Facebook discourses and focuses on how fair trial principles are contested on Facebook in novel and, at times, contradictory, ways.  

Allegory and Excess

2021 ◽  
pp. 38-68
Author(s):  
Tereza Havelková
Keyword(s):  
Meaning Making ◽  
Singing Voice ◽  
Text And Image ◽  
The Voice

Chapter 1 deals with the excess that opera always seems to produce in performance, which has mostly been associated with the physical, material aspects of the singing voice. Drawing on performative theory, this chapter approaches this excess as the result of a dialogic situation of meaning-making, where the audio-viewers strive to make sense of what they see and hear on stage or screen. The concept of allegory is evoked to approach the processes of meaning-making in hypermedial opera, drawing attention to how opera incites reading while at the same time withholds a coherent, univocal meaning. Allegory also helps recognize that the reading of opera involves not only text and image but also music and the voice. By contrast, the perception that the singing voice escapes signification is understood here as an effect of immediacy. Louis Andriessen’s and Peter Greenaway’s Rosa serves as the main case study.

Unmaking the Arab/Muslim Child

2018 ◽  
Vol 11 (1) ◽  
pp. 91-110 ◽  
Author(s):  
Nisrine Mansour
Keyword(s):  
Digital Media ◽  
Meaning Making ◽  
Multifaceted Approach ◽  
Arab Region ◽  
Screen Media ◽  
Recent Interest ◽  
Arab Muslim ◽  
Starting Point ◽  
Palestinian Children ◽  
Micro Analysis

Abstract Recent interest in Arab child audiences is mostly related to the penetration of digital media to the Arab region and the rise of discourses on ‘counterterrorism’, Islamic radicalization and Islamophobia. More often than not, audience-focused inquiry has adopted, as a starting point, the uniform default category of ‘Arab/Muslim’. As these analytical categories are conflated, the implications of such teleological epistemologies cannot be missed. In this article, I dislocate these ontological and epistemological assumptions about Arab child audiences by refocusing the inquiry on children’s own processes of meaning-making amid their negotiations of socioeconomic, political, migratory and media ecologies. This inquiry, conducted between 2013 and 2015, explores these spaces by zooming into the findings of ethnographic research and playful interventions with two Syrian and Palestinian children living in the two contrastive migratory settings of Beirut and London. This micro-analysis questions dominant understandings of Arab childhood and screen media use today, and discusses the potential for adopting a multifaceted approach to the inquiry.

Drupal, TEI and XML: How to prototype a digital humanities tool?

2017 ◽  
Vol 34 (4) ◽  
pp. 9-15 ◽  
Author(s):  
Lauren Di Monte ◽  
Mike Serafin
Keyword(s):  
Interface Design ◽  
Digital Humanities ◽  
Design Methodology ◽  
Meaning Making ◽  
Computer Interface ◽  
Digital Tool ◽  
Content Type ◽  
Theoretical Concepts ◽  
Research And Practice ◽  
The Subject

Purpose This paper aims to take seriously the import accorded to the interface within the digital humanities. It will probe some of the possibilities and limits of the computer interface as a reading and research tool by unpacking theoretical and practical aspects of interface design. Design/methodology/approach The authors wanted to see if they could design a tool that would meet three interrelated goals: the first was to develop a digital tool that would enable scholarship rather than mere publishing. Next, they wanted to build an interface that would acknowledge the situatedness of reading and meaning-making practices. Findings The research-oriented design approach to interface design has shown us how valuable it is to combine research and practice when thinking through issues in the digital humanities. Engaging in such a design project provides the unique opportunity to bring together theoretical concepts relating interface design with robust tools like XML mark-up and Drupal modules. Originality/value There is literature on the subject of transformation of print documents to electronic text (Hayles, 2003) and the representation of text within a computer (Sperberg-McQueen, 1991); this project attempts to build a prototype of what these theories might look like.

scholarly journals A Study on Effects of Multimodal Science Text Design on Meaning-Making of Science Content: Science Teachers’ Perspectives

2021 ◽  
Vol 8 (1) ◽  
pp. 1-20
Author(s):  
Zekai Ayık ◽  
Bayram Coştu
Keyword(s):  
Science Teachers ◽  
Meaning Making ◽  
Variation Theory ◽  
Science Content ◽  
Science Text ◽  
Structured Interviews ◽  
Multimodal Texts ◽  
Science Texts ◽  
Text Design ◽  
Multimodal Text

Numerous studies demonstrated that the meaning-making of scientific knowledge is affected by the design of multimodal science texts. Various modes are co-operated together in certain inter-semiotic mechanisms to produce meaning in multimodal texts. Based on this perspective, this research seeks to investigate the effect of mode level in science texts and compositional arrangement on the meaning-making of science concepts and processes. In this context, four science texts with the same content (transformation of energy) at different mode densities and two science texts with the same content (covalent bonding) one of which is arranged in accordance with variation theory of learning are designed. By using the case study method, this research explored six experienced science teachers’ views about the effects of mode level and multimodal text composition on meaning-making. The data were collected with semi-structured interviews. The thematic analysis was employed for data analysis. The findings demonstrated that mode density may affect meaning-making and so learning since different modes have affordance to represent different meaning and meaning relationship types. Besides, multimodal text composition may foreground the critical aspects of content, and help to design a coherent multimodal science text.

scholarly journals Context, Contextualisation and (Multimodal) Text

2021 ◽  
pp. 5-18
Author(s):  
Yves Gambier
Keyword(s):  
Meaning Making ◽  
Translation Studies ◽  
Digital Environment ◽  
Multimodal Text ◽  
Context Dependent ◽  
Broad Meaning

Context and genres are relevant concepts in Translation Studies, but paradoxically there is no consensus about their definition and how they challenge text, especially after the 1990s when technology began to impact on translation practices. It is surprising since new writings and textualisation of the interactions have developed concomitant with the dematerialisation of the context. In this study, we will trace the conceptual polysemy of “context”, first in linguistics (taken in a broad meaning) and then in Translation Studies. We will consider to what extent context and contextualisation are related, when translation is defined as a context-dependent meaning-making process. What does re-contextualisation imply, and how does context apply to (multimodal) text in a digital environment?     

What Can I Do?

2017 ◽  
pp. 481-498
Author(s):  
Eliza G. Braden
Keyword(s):  
Critical Literacy ◽  
Meaning Making ◽  
Linguistically Diverse ◽  
Third Graders ◽  
Culturally And Linguistically Diverse ◽  
Inservice Teachers ◽  
Classroom Context ◽  
Linguistically Diverse Students ◽  
Text Types ◽  
Multimodal Text

This chapter offers preservice candidates and inservice teachers a portrait into a classroom context where one teacher: 1. Identified the experiences and backgrounds of 20 culturally and linguistically diverse students; 2. Used critical literacy as a theory to purposefully select literature grounded in the lives and experiences of her culturally and linguistically diverse third graders; and 3. Used critical literacy and multimodal text types to enhance students meaning making and talk. Implications for practice and research are provided.

Sign in / Sign up

Export Citation Format

Share Document