Multimodality Studies in International Contexts

This collection responds to the need for theoretically informed and methodologically grounded empirical research on the global transformations in multimodal human communication and social practices.

Liliana Vásquez Rocca, PhD, is Assistant Professor in the Department of Humanities, Faculty of Education and Social Sciences, Universidad Andrés Bello, Chile. In 2018-2022, she coordinated Red Latinoamericana de Estudios sobre Multimodalidad (REDLEM, or the Latin American Network of Studies on Multimodality). She specializes in multimodality and media discourse analysis. Natasha Artemeva, PhD, is Professor, School of Linguistics and Language Studies, Carleton University, Canada. She specializes in Genre Studies, theories of learning, and multimodality. She co-edited Writing in Knowledge Societies (Parlor Press) and Genre Studies around the Globe (Inkshed), and co-authored Reconsidering Context in Language Assessment (Routledge). Chloë Grace Fogarty-Bourget holds a PhD in Applied Linguistics and Discourse Studies from the School of Linguistics and Language Studies, Carleton University, Canada, where she teaches courses in Writing and Discourse Studies. She specializes in Multimodal Discourse Analysis, Writing and Genre Studies, and the scholarship of university teaching.

Lists of Figures List of Contributors List of Tables Foreword Teresa Oteíza Acknowledgements Introduction Natasha Artemeva, Liliana Vásquez Rocca, and Chloë Grace Fogarty-Bourget PART I Current Trends in Multimodality Studies Chapter 1. Theoretical and Methodological Perspectives on Multimodality in South Africa Arlene Archer Chapter 2. The Seeds and Growth of Multimodality in Latin America: A Historical Review Dominique Manghi, Carolina Badillo, and Danielle Almeida Chapter 3. Consolidation of Multimodality Studies in Latin America: A Review of Emergent Themes Carolina Pérez-Arredondo and Camila Cárdenas-Neira Chapter 4. PanMeMic. Changes in Communication and Interaction During the COVID-19 Pandemic and Beyond: Insights from a Collective, Multimodal Research Method Ana Pedrazzini, Clarice Gualberto, Styliani Karatza, Maryam S. Ghiasian, and Elisabetta Adami PART II Challenges to Multimodality Research in Educational Contexts Chapter 5. Combining Multimodal Techniques to Approach the Study of Academic Lectures: A Methodological Reflection Edgar Bernad-Mechó Chapter 6. A Toolkit for the Analysis of Modal Intensity: Strategies Instructors Use to Facilitate Student Engagement in Learning Chloë Grace Fogarty-Bourget, Jesse Pirini, and Natasha Artemeva Chapter 7. A Multimodal Analysis of an Integrating Content and Language in Higher Education (ICLHE) Lecture: Multimodal Ensembles in Action Miguel F. Ruiz-Garrido and Inmaculada Fortanet-Gómez Chapter 8. Textbook and Learning Germán Canale PART III Challenges to Multimodality Studies of Social Interaction Chapter 9. Once Upon a Time: Toy Stories, Affordances, and the Playing Activity Danielle Almeida and Jonathan Feitosa Ferreira Chapter 10. Chilean Movement for Non-sexist Education and Semiosis in Social Media: Students Advance, and Teachers Wake Up Liliana Vásquez Rocca, Dominique Manghi, Felipe Pereira, Tomás Farías, and Katherine Malhue Chapter 11. Conflict in Interaction: Diverging Topic Trajectories and Misalignment Jarret G. Geenen and Austin Howard Chapter 12. Peer Review and Hidden Modalities of Research Process Genres Brad Mehlenbacher and Ashley Rose Mehlenbacher PART IV Conclusion Chapter 13. Multimodal Body Work: Research in the Built Environment Christine Räisänen Index