Modal density and coherence in science dissemination: Orchestrating multimodal ensembles in online TED talks and youtube science videos

Valeiras-Jurado, Julia; Bernad-Mechó, Edgar

doi:10.1016/j.jeap.2022.101118

Cited by 17 publications

(15 citation statements)

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“…In particular, the recontextualization processes by which scientific content is made accessible and appealing to a non-specialized audience has been the object of recent studies (Calsamiglia and Van Dijk, 2004). These studies explore new ways of communicating science through genres such as TED talks (Scotto di Carlo, 2014, 2015; Xia and Hafner, 2021), research groups online science videos (Luzón, 2019), Three Minute Thesis presentations (Carter-Thomas and Rowley-Jolivet, 2020; Zou and Hyland, 2021), research pitches (Ruiz-Madrid, 2021) or online science dissemination videos (Valeiras-Jurado and Bernad-Mechó, 2022). What these genres seem to have in common is that they belong to a model of science popularization that brings scientists into direct contact with the general public, without the need of an intermediary such as a journalist (Xia and Hafner, 2021).…”

Section: Introductionmentioning

confidence: 99%

Multimodal engagement strategies in science dissemination: A case study of TED talks and YouTube science videos

Bernad-Mechó

Valeiras-Jurado

2023

Discourse Studies

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The growing interest on science dissemination offers new opportunities to communicate science openly to various audiences, but also brings on the challenge of adapting to an audience that does not share the same academic background. This adaptation has been referred to as recontextualization. In the case of the formats that concern this study, that is, TEDx Talks and YouTube science dissemination videos, their multimodal nature suggests that recontextualization, and therefore engagement as a crucial aspect of this process, is likely to go way beyond purely linguistic aspects. The aim of this study is to unveil how engagement strategies in two science dissemination formats (a face to face talk and an online video) are realized through complex multimodal ensembles, and to highlight differences across them. In order to fulfill this aim, two talks by the same presenter and dealing with similar content were selected for analysis: a TEDx talk and a YouTube science dissemination video from the channel PBS Space Time. The recordings were annotated using the software Multimodal Video Analysis. The annotation included engagement strategies; embodied modes, that is, modes carried out using the body; and, in the case of the YouTube video, filmic modes, that is, modes triggered by the editing process of the recorded video. Our results show that the role of both embodied and filmic modes is paramount in the realization of engagement strategies. Our findings also bring to the fore significant differences in the ways in which the two distinct audiences are engaged, concerning the frequency and use of both semiotic modes and engagement strategies.

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Section: Introductionmentioning

confidence: 99%

Multimodal engagement strategies in science dissemination: A case study of TED talks and YouTube science videos

Bernad-Mechó

Valeiras-Jurado

2023

Discourse Studies

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“…Furthermore, filmic modes are also integrated in humoristic multimodal ensembles. As argued above, and as demonstrated in previous literature (Valeiras-Jurado & Bernad-Mechó, 2022), the inclusion of filmic/editing modes to the analysis of digital genres offers a wider perspective on how occurs across the screen. In our analysis, filmic modes have proven to become essential to the orchestration of humoristic multimodal ensembles.…”

Section: Embodied and Filmic Modes To Create Humourmentioning

confidence: 75%

“…Thus, any system that is able to convey some meaning in a given interaction may be considered a mode. In the case of YouTube videos, two main types of modes have been identified: embodied and filmic modes (Valeiras-Jurado & Bernad-Mechó, 2022). Although the definition of embodiment and what makes a mode embodied or not is not a clear-cut one -see Norris (2004)-, for analytical purposes we will assume that embodied modes are those that are performed using the body (language, gestures, gaze, facial expression, etc.).…”

Section: Multimodality and Humour For Science Disseminationmentioning

confidence: 99%

“…In this regard, the specific choice of a close shot of the speaker over a slide for the humoristic instance contributes to creating comicality as viewers access the full range of modes in a multimodal ensemble in which all embodied modes work coherently towards the such aim. In fact, this multimodal coherence has been identified as a feature of online science dissemination videos (Valeiras-Jurado & Bernad-Mechó, 2022). On the other hand, the use of filmic modes can also be humoristic on its own, detached from most embodied modes.…”

Section: Embodied and Filmic Modes To Create Humourmentioning

confidence: 99%

“…Multimodal framework for the analysis of YouTube research dissemination videos (adaptation fromValeiras-Jurado and Bernad-Mechó, 2022) …”

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confidence: 99%

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multimodal analysis of humour as an engagement strategy in YouTube research dissemination videos

Bernad-Mechó

Girón-García

2023

EJHR

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Science popularisation has received widespread interest in the last decade. With the rapid evolution from print to digital modes of information, science outreach has been seen to cross educational boundaries and become integrated into wider contexts such as YouTube. One of the main features of the success of research dissemination videos on YouTube is the ability to establish a meaningful connection with the audience. In this regard, humour may be used as a strategy for engagement. Most studies on humour, however, are conducted solely from a purely linguistic perspective, obviating the complex multimodal reality of communication in the digital era. Considering this background, we set out to explore how humour is used from a multimodal point of view as an engagement strategy in YouTube research dissemination. We selected three research dissemination videos from three distinct YouTube channels to fulfil this aim. After an initial viewing, 22 short humoristic fragments that were particularly engaging were selected. These fragments were further explored using Multimodal Analysis - Video (MAV)[1], a multi-layered annotation tool that allows for fine-grained multimodal analysis. Humoristic strategies and contextual features were explored, as well as two main types of modes: embodied and filmic. Results show the presence of 9 linguistic strategies to introduce humour in YouTube science dissemination videos which are always accompanied by heterogeneous combinations of embodied and filmic modes that contribute to fully achieving humoristic purposes. [1] Multi-layer annotation software used to describe the use of semiotic modes in video files. By using this software, researchers may analyse, for instance, how gestures, gaze, proxemics, head movements, facial expression, etc. are employed in a given file.

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Introducing Science to the Public in 3-Minute Talks: Verbal and Non-verbal Engagement Strategies

Palmer-Silveira,

Ruiz-Garrido

2023

Digital Scientific Communication

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Modal density and coherence in science dissemination: Orchestrating multimodal ensembles in online TED talks and youtube science videos

Cited by 17 publications

References 20 publications

Multimodal engagement strategies in science dissemination: A case study of TED talks and YouTube science videos

Multimodal engagement strategies in science dissemination: A case study of TED talks and YouTube science videos

multimodal analysis of humour as an engagement strategy in YouTube research dissemination videos

Introducing Science to the Public in 3-Minute Talks: Verbal and Non-verbal Engagement Strategies

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