Analyzing Multimodal Interaction

Norris, Sigrid

doi:10.4324/9780203379493

Cited by 719 publications

(329 citation statements)

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“…The first layer of the framework, mode multiplicity, examines occurrence of the involved in creating an educational apps. This decision is inspired by Norris's (2004) view that when all the modes that participate in the modal interaction are interconnected, multimodal interaction can be described by examining attributes such as modal density, intensity, complexity, and weight. Norris's categorizations are certainly useful in generating interpretations; yet, they are of little use to hands-on analysis of the mode presence in educational apps, as conceptual terms rather than as tangible variables or factors.…”

Section: Discussionmentioning

confidence: 99%

Interactivity in Educational Apps for Young children: A Multimodal Analysis

Blitz-Raith¹,

Liu²

2017

INT J INSTRUCTION

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Interactivity is an important indicator of an educational app's reception. Since most educational apps are multimodal, it justifies a methodological initiative to understand meaningful involvement of multimodality in enacting and even amplifying interactivity in an educational app. Yet research so far has largely concentrated on algorithm construct and user feedback rather than on multimodal interactions, especially from a social semiotics perspective. Drawing from social semiotics approaches, this article proposes a multimodal analytic framework to examine three layers of mode in engendering interaction; namely, multiplicity, function, and relationship. Using the analytic framework in an analysis of The Farm Adventure for Kids, a popular educational app for pre-school children, we found that still images are dominant proportionally and are central in the interactive process. We also found that tapping still images of animals on screen is the main action, with other screen actions deliberately excluded. Such findings suggest that aligning children's cognitive and physical capabilities to the use of mode become the primary consideration in educational app design and that consistent attendance to this alignment in mobilizing modes significantly affect an educational app's interactivity, and consequently its reception by young children.

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Section: Discussionmentioning

confidence: 99%

Interactivity in Educational Apps for Young children: A Multimodal Analysis

Blitz-Raith¹,

Liu²

2017

INT J INSTRUCTION

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“…En este trabajo nos proponemos, en primer lugar, presentar una definición de indireccionalidad desde una perspectiva estratégico-funcional (Menéndez, 2006(Menéndez, , 2010 y multimodal (Goodwin, 2000(Goodwin, , 2003Jewitt, 2009;Kress, 1997Kress, , 2009Norris, 2004Norris, , 2006Norris, , 2009 que se diferencia en aspectos puntuales de las desarrolladas hasta el momento. Esta definición nos permitirá, en segundo lugar, fundamentar la importancia de su aplicación didáctica en la enseñanza de ELSE.…”

Section: Abstract: Spanish As a Second And Foreign Language Indirecunclassified

“…Además, nuestra perspectiva se define como funcional ya que concibe el lenguaje como una herramienta de comunicación y considera que todo lenguaje es lenguaje en uso, utilizado en situaciones concretas y específicas, en contraposición al análisis de fragmentos de lenguaje aislados o descontextualizados. Por último, nuestra perspectiva es multimodal puesto que sostiene que el lenguaje verbal es un recurso poderoso en la construcción de los significados, pero no el único (Goodwin 2000(Goodwin , 2003Jewitt 2009;Kress 1997Kress , 2009Norris 2004Norris , 2006Norris , 2009). En efecto, otros sistemas semióticos complementan los procesos de significación social, tales como la entonación, la gestualidad, la mirada y la proxemia.…”

Section: Abstract: Spanish As a Second And Foreign Language Indirecunclassified

El fenómeno de la indireccionalidad en la interacción conversacional y su incumbencia en la clase de Español Lengua Segunda y Extranjera

Lacanna

2017

MALE

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ResumenEl objetivo de este artículo es presentar una definición de indireccionalidad en tanto fenómeno discursivo e interaccional y discutir la pertinencia de su incorporación en la clase de Español como Lengua Segunda y Extranjera (ELSE). Este fenómeno, de carácter gradual, se representa a través de una escala que permite evaluar el grado de indireccionalidad de toda estrategia discursiva en relación con el tipo de interpretación con la que se encuentra asociado. A partir de la aplicación de una propuesta de actividad didáctica en cuatro experiencias de clase, intentamos mostrar la relevancia de la indireccionalidad en la enseñanza del español rioplatense. Para ello apelamos a su ejemplificación a través de escenas provenientes de películas argentinas que nos proveen de acciones comunicativas debidamente contextualizadas y enmarcadas en contextos socioculturales concretos y variados. Palabras clave:Español como Lengua Segunda y Extranjera , indireccionalidad, interacción, multimodalida d AbstractThe goal of this paper is to present a definition of indirectness as a discursive and interactional phenomenon and to discuss the relevance of its incorporation into the Spanish Second and Foreign Language (SSFL) class. This phenomenon, of a gradual nature, is

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“…Josh and Luke found ways of utilising the affordances of Proteus to engage in a game-like play never intended by their teacher or the game designer, while Lizzy improvised a workspace from a bookcase when her usual workspace became colonised by gameplay. Different modes were foregrounded and backgrounded (Norris, 2004) for different children. There is much still to be learned about how these modal shifts happen.…”

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confidence: 99%

Being together in classrooms at the interface of the physical and virtual: implications for collaboration in on/off-screen sites

Burnett

2015

Learning, Media and Technology

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This article contributes to thinking about collaboration in classroom/virtual environments by considering how children (aged 10-11) engage in the process of 'being together' at the interface of the physical and virtual. It argues that, if educators are to develop effective pedagogies that capitalise on opportunities for collaborative and participatory learning, there is a need for nuanced accounts of the ways that children and young people relate to one another across on/off-screen sites and for new ways of conceptualising their interactions. Using a four-part story based on an illustrative episode from a longitudinal classroom-based study, the article explores how a focus on what Schatzki terms a 'practice meshwork' can highlight how relationships are shaped by and shape diverse practices. In particular it explores how embodied relations with things in classrooms mediate ways of 'being together' around classroom/virtual environments It suggests that different timespaces are consequently evoked as children play together on and around screens in class. Drawing on these ideas, the article advances five propositions about 'being that arise from seeing relationships as entangled with multiple practices. It ends by arguing that, in planning for and researching collaboration, it is important to acknowledge how these five dimensions interface.

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Analyzing Multimodal Interaction

Cited by 719 publications

References 0 publications

Interactivity in Educational Apps for Young children: A Multimodal Analysis

Interactivity in Educational Apps for Young children: A Multimodal Analysis

El fenómeno de la indireccionalidad en la interacción conversacional y su incumbencia en la clase de Español Lengua Segunda y Extranjera

Being together in classrooms at the interface of the physical and virtual: implications for collaboration in on/off-screen sites

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