Relevant bibliographies by topics / Multimodal (inter)action analysis (MIA)

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Academic literature on the topic 'Multimodal (inter)action analysis (MIA)'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Multimodal (inter)action analysis (MIA)"

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Reynolds, Edward. "Book review: Sigrid Norris, Identity in (Inter)action: Introducing Multimodal (Inter)action Analysis." Discourse Studies 14, no. 6 (December 2012): 805–6. http://dx.doi.org/10.1177/1461445612467254.

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Norris, Sigrid. "Concepts in multimodal discourse analysis with examples from video conferencing." Yearbook of the Poznan Linguistic Meeting 2, no. 1 (September 1, 2016): 141–65. http://dx.doi.org/10.1515/yplm-2016-0007.

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Abstract This article presents theoretical concepts and methodological tools from multimodal (inter)action analysis that allow the reader to gain new insight into the study of discourse and interaction. The data for this article comes from a video ethnographic study (with emphasis on the video data) of 17 New Zealand families (inter)acting with family members via skype or facetime across the globe. In all, 84 social actors participated in the study, ranging in age from infant to 84 years old. The analysis part of the project, with data collected between December 2014 and December 2015, is ongoing. The data presented here was collected in December 2014 and has gone through various stages of analysis, ranging from general, intermediate to micro analysis. Using the various methodological tools and emphasising the notion of mediation, the article demonstrates how a New Zealand participant first pays focused attention to his engagement in the research project. He then performs a semantic/pragmatic means, indicating a shift in his focused attention. Here, it is demonstrated that a new focus builds up incrementally: As the participant begins to focus on the skype (inter)action with his sister and nieces, modal density increases and he establishes an emotive closeness. At this point, the technology that mediates the interaction is only a mundane aspect, taken for granted by the participants.
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Pirini, Jesse. "Intersubjectivity and Materiality: A Multimodal Perspective." Multimodal Communication 5, no. 1 (January 1, 2016): 1–14. http://dx.doi.org/10.1515/mc-2016-0003.

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AbstractResearchers seeking to analyse how intersubjectivity is established and maintained face significant challenges. The purpose of this article is to provide theoretical/methodological tools that begin to address these challenges. I develop these tools by applying several concepts from multimodal (inter)action analysis to an excerpt taken from the beginning of a tutoring session, drawn from a wider data set of nine one-to-one tutoring sessions. Focusing on co-produced higher-level actions as an analytic site of intersubjectivity, I show that lower-level actions that co-constitute a higher-level action can be delineated into tiers of materiality. I identify three tiers of materiality: durable, adjustable and fleeting. I introduce the theoretical/methodological tool
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Norris, Sigrid, and Jesse Poono Pirini. "Communicating knowledge, getting attention, and negotiating disagreement via videoconferencing technology: A multimodal analysis." Journal of Organizational Knowledge Communication 3, no. 1 (January 24, 2017): 23. http://dx.doi.org/10.7146/jookc.v3i1.23876.

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This article takes a multimodal approach to examine how two young men communicate knowledge, shift attention, and negotiate a disagreement via videoconferencing technology. The data for the study comes from a larger ongoing project of participants engaging in various tasks together. Linking micro, intermediate and macro analyses through the various methodological tools employed, the article presents multimodal (inter)action analysis (Norris, 2004, 2011, 2013a, 2013b) as a methodology to gain new insight into the complexity of knowledge communication via videoconferencing technology, which is relevant to many settings from education to employment, from organizations to gaming.
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Wigham, Ciara R., and Müge Satar. "Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study." ReCALL 33, no. 3 (April 26, 2021): 195–213. http://dx.doi.org/10.1017/s0958344021000070.

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AbstractOnline language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies have explored experienced online teachers’ practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004, 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, text chat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice.
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Doak, Lauran. "‘But I’d rather have raisins!’: Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism." Qualitative Research 19, no. 1 (January 23, 2018): 30–54. http://dx.doi.org/10.1177/1468794117752115.

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This article explores a ‘hybridized approach’ to multimodal research drawing on video data of classroom communication involving children diagnosed with Autism Spectrum Disorder. The focus is a short video of ‘Luke’, aged six, who at snack time declines to request an available food item (carrot, tomato or apple) with the available Picture Exchange Communication System (PECS); instead deploying embodied, idiosyncratic communication including gaze, vocalisation and object manipulation to request raisins. The article explores the potential of a hybridized approach for understanding Luke’s communicative competencies which draws upon the theoretical perspectives of Ethnography of Communication, Conversation Analysis and Multimodal (Inter)Action Analysis; and uses two forms of multimodal transcription (the multimodal matrix and annotated video stills). It is argued that each tradition brings distinct affordances to our understanding of this short interaction and that together they can permit inferences which would not have been possible working with one approach alone.
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Stoeckl, Hartmut, and Monika Messner. "Tam pam pam pam and mi – fa – sol: constituting musical instructions through multimodal interaction in orchestra rehearsals." Multimodal Communication 10, no. 3 (October 11, 2021): 193–209. http://dx.doi.org/10.1515/mc-2021-0003.

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Abstract Using multimodal (inter)action/conversation analysis, the present contribution inventories the repertoire of higher-level actions that constitute musical instruction in orchestra rehearsals. The study describes the modal complexity of the instructional actions as built from a varied combination of speech, gesture, gaze, vocalizing and body posture/movement. A high modal intensity of speech and vocalizing is explained with recourse to their contextually useful modal reaches. While some modes, like vocalizing and body posture appear to be action-specific, others turn out to be pervasive default modes. Besides modal intensity, the study also attends to the transitioning between higher-level actions through gaze and the role of the score as frozen action. The analyses help demystify orchestra rehearsals as a special type of professional communicative interaction, which builds on a rich multimodal texture motivated by recurring instructional functions. The methodological rationale demonstrated will be suited to exploring the social variation of instructional interaction in orchestra rehearsals.
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Cserző, Dorottya. "Discourses and practices of attention in video chat." Multimodal Communication 10, no. 2 (May 7, 2021): 143–56. http://dx.doi.org/10.1515/mc-2020-0010.

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Abstract This paper examines the use of video chat (VC) with a focus on expectations and construction of attention. It is based on micro analyses of recorded VC sessions (gathered between 2013 and 2015) and thematic analysis of 29 semi-structured interviews about VC practices (conducted in 2014 and 2015). Building on multimodal (inter)action analysis (Norris, S. (2004). Analysing multimodal interaction: a methdological framework. Routledge, Norris, S. (2016). Concepts in multimodal discourse analysis with examples from video conferencing. Yearbook of the Poznan Linguistic Meeting 2: 141–165) and key concepts from nexus analysis (Scollon, R. and Scollon, S.W. (2004). Nexus Analysis: Discourse and the emerging internet. Routledge), I examine how focused attention is constructed in VCs and how these practices are shaped by experiences with other forms of communication. I demonstrate that unlike other forms of distance communication, typical VC encounters require a full investment of attention. This can be formulated as an interactional maxim: focus your attention on the VC interaction. I discuss how other activities can be interwoven with a VC and examine the exceptional practice of lapsed VC encounters (previously open connections or always-on video). I argue that participants display an orientation towards the maxim when pursuing other courses of action, and that lapsed encounters operate under a different value system than typical focused VC encounters. Finally, I reason that VC is reserved for close relationships because of the required investment of attention.
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Marsh, Jackie. "The Internet of Toys: A Posthuman and Multimodal Analysis of Connected Play." Teachers College Record: The Voice of Scholarship in Education 119, no. 12 (December 2017): 1–32. http://dx.doi.org/10.1177/016146811711901206.

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Background The study reported in this article focuses on an exploration of the role and nature of play in young children's use of toys that connect physical and digital domains. Purpose The purpose of the article is to explore the nature of the connections that are made in play that transverses physical and virtual domains. The article draws on posthuman theory to explain some of the complexity of the play that occurs in these contexts. Research Design The research took place in the United Kingdom, and the overall study consisted of four distinct stages: (a) A survey of 2,000 parents of children aged 0–5 years, focusing on children's access to and use of tablet apps; (b) case studies of preschool children's use of apps in six families; (c) observations of children aged 3–5 years in a school using apps; and (d) content and multimodal analysis of apps. The focus of this article is on (b), although some of the survey data from the first stage of the study are also shared to provide context. Data Collection and Analysis The focus for this article is the play of a three-year-old girl, Amy. In addition to ethnographic data constructed over a 2-month period (field notes, interviews, photographs, and films), Amy's mother collected data between the researchers’ visits by making films of her daughter's use of apps. Amy also collected data herself by wearing a GoPro chestcam. The data that inform the analysis in this article are from a film created by Amy (11:05 minutes) and a video filmed by Amy's mother (5.21 minutes). Data were both inductively analyzed using multimodal (inter)action analysis and deductively analyzed using a posthumanist approach. Findings Amy's play connected digital and nondigital components in complex ways. An app and related physical object that typify the Internet of Toys provided opportunities for Amy's play to take place across physical and digital domains, and the inorganic objects embedded in the electronic toy and related app were an important element of this play, shaping Amy's responses at times. However, Amy's play was not always determined by the design of the electronic objects, and she demonstrated agency within play episodes. There were multiple connections made across a variety of domains/ dimensions, which added to the complexity of the play. Conclusions/Recommendations Young children's play increasingly connects digital and nondigital domains, and posthumanist theories can enhance understanding of how connections across these time/spaces are made.
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Knight, Janine, Melinda Dooly, and Elena Barberà. "Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks." ReCALL 32, no. 1 (October 2, 2019): 25–46. http://dx.doi.org/10.1017/s0958344019000132.

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AbstractResearch into the multimodal aspects of language is increasingly important as communication through a screen plays a greater role in modern society than ever before (Liou, 2011). Multimodality has been explored from a number of angles relating to computer-mediated communication (CMC), such as its affordances and impact on language learners, highlighting its relevance and importance in the field of second language acquisition (SLA). Because CMC scenarios require attending to both peers and the screen, learners can be seen as positioned as “semiotic initiators and responders” (Coffin & Donohue, 2014). Increasingly, researchers are highlighting a need for a methodological “turn” to analyse this scenario from a “language” focus to a more holistic understanding of the interactions (Flewitt, 2008; Hampel & Hauck, 2006; Kress & van Leeuwen, 2001; Lamy, 2006). Along these lines, this case study explores how the action of task completion is mediated between six dyads (and individuals within the dyads) during an online peer-to-peer audioconferencing event. Drawing on notions from multimodal (inter)actional analysis (Norris, 2004, 2006) and the notion of “semiotic initiators and responders”, it investigates semiotic mediation with screen-based resources through analysis of audio recordings, screenshots, log files, task simulation and reconstruction. Results highlight oral and screen-based initiations and responses that take place during task completion, which is presented as a framework.
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Dissertations / Theses on the topic "Multimodal (inter)action analysis (MIA)"

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VERGINE, ILARIA. "(Inter)azioni Comunicative e Identità in Ambienti di Realtà Mista: Una Proposta Metodologica." Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/107360.

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L’avanzamento delle tecnologie digitali ha permesso ai soggetti di interagire in ambienti diversi da quelli fisici causando cambiamenti nelle modalità di comunicazione. Il dispositivo Microsoft HoloLens (MHL) ha introdotto la possibilità di sperimentare un nuovo ambiente chiamato pure mixed reality. Questo lavoro consiste in una proposta metodologica interdisciplinare per studiare la comunicazione sincrona e il farsi dell’identità in essa quando viene utilizzato MHL. Per rispettare la complessità ontologica del fenomeno, ho combinato due prospettive: multimodality e social psychology of cyberplaces. L’adozione di queste prospettive ha permesso di ritagliare all’interno del fenomeno studiato un oggetto di ricerca definibile come (inter)azione comunicativa. Per studiarlo, ho elaborato una proposta metodologica che combina due metodi qualitativi: multimodal (inter)action analysis (MIA; dalla multimodality) e analysis of conversations (AC; dalla social psychology of cyberplaces). Per esaminare il farsi dell’identità nell’(inter)azione comunicativa, ho arricchito la proposta metodologica con l’intersubjectivity model, una proposta di modello teorico derivato da: MIA identity framework dalla multimodality e modello dell’intersoggettività enunciativa dalla social psychology of cyberplaces. L’intera linea argomentativa del lavoro è stata supportata da esempi di analisi utilizzando un corpus di 16 (inter)azioni comunicative diadiche videoregistrate. Ogni diade era composta da un soggetto che utilizzava MHL e uno che utilizzava un pc.
Advances in digital-based technologies have allowed subjects to interact in environments other than physical ones causing changes in communication modalities. Microsoft HoloLens (MHL) introduced the possibility of experiencing a new digital environment: pure mixed reality. This work consists of an interdisciplinary methodological proposal to study synchronous communication and the making of identity in it when MHL is used. To respect the phenomenon’s ontological complexity, I combined two perspectives in this work: multimodality and social psychology of cyberplaces. The adoption of these perspectives reduced the phenomenon in a research object called communicative (inter)action. To study it, I elaborated a methodological proposal that combines two qualitative methods: multimodal (inter)action analysis (MIA; from multimodality) and analysis of conversations (AC; from social psychology of cyberplaces). To examine the making of identity in communicative (inter)action, I enriched the methodological proposal with a theoretical model proposal. The theoretical model proposal is a model that I called intersubjectivity model derived from: MIA framework on multimodal identity from multimodality and utterance intersubjectivity model from social psychology of cyberplaces. The line of argument was supported by analysis examples using a corpus of 16 videotaped dyadic communicative (inter)actions. Each dyad had one subject using MHL and another using a pc.
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Book chapters on the topic "Multimodal (inter)action analysis (MIA)"

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Geenen, Jarret, and Jesse Pirini. "Multimodal (Inter)action Analysis." In The Routledge Handbook of Research Methods in Applied Linguistics, 488–99. New York : Taylor and Francis, 2020. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9780367824471-41.

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"Multimodal (Inter)action Analysis." In New Methods of Literacy Research, 86–100. Routledge, 2013. http://dx.doi.org/10.4324/9780203104682-12.

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Matelau-Doherty, Tui, and Sigrid Norris. "A Methodology to Examine Identity: Multimodal (Inter)action Analysis." In The Cambridge Handbook of Identity, 304–23. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108755146.017.

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Norris, Sigrid, and Jarret Geenen. "Intercultural Teamwork via Videoconferencing Technology: A Multimodal (Inter)action Analysis." In The Cambridge Handbook of Intercultural Pragmatics, 552–87. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108884303.023.

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