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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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Pérez-Milans, Miguel, and Carlos Soto. "Reflexive language and ethnic minority activism in Hong Kong." AILA Review 29 (December 31, 2016): 48–82. http://dx.doi.org/10.1075/aila.29.03per.
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This article engages with Archer’s call to further research on reflexivity and social change under conditions of late modernity (2007, 2010, 2012) from the perspective of existing work on reflexive discourse in the language disciplines (Silverstein 1976, Lucy 1993). Drawing from a linguistic ethnography of the networked trajectories of a group of working-class South Asian youth in Hong Kong (Pérez-Milans & Soto 2014), we analyze the trajectory of Sita, a Hong Kong-born young female with Nepali background. In her trajectory, performative acts of ethnic minority-based activism emerge as key in the enactment of a given set of values, stances, types of persona and situated forms of alignment/disalignment. That is to say, Sita’s enactment of activism is seen in this article as tied to a discourse register (Agha 2007: 147). As such, ‘talking/doing activism’ is inter-textually linked to a speech chain network of a group of secondary school students, teachers, researchers and community-based minority activists engaged with Sita in various interrelated projects for social empowerment. Analysis of interview transcripts, online chats and multimodal artifacts shows the extent to which the coordinated formation of this discourse register proved useful in providing Sita with relevant cultural capital (Bourdieu 1986) with which she shaped her own academic trajectory, from a low-prestige government-subsidized secondary school to an elite international college. Data also point towards the need for further engagement with recent invitations to re-imagining identity and social action under current conditions of diversification (Blommaert 2013).
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Martí, Òscar Bladas. "Review of Sigrid (2011): Identity in (Inter)action. Introducing Multimodal (Inter)action Analysis." ITL - International Journal of Applied Linguistics, February 18, 2021, 53–55. http://dx.doi.org/10.1075/itl.164.07mar.
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Norris, Sigrid, and Boonyalakha Makboon. "Objects, Frozen Actions, and Identity: A Multimodal (Inter)action Analysis." Multimodal Communication 4, no. 1 (January 1, 2015). http://dx.doi.org/10.1515/mc-2015-0007.
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AbstractIn this article, we take a multimodal (inter)action analytical approach, showing how objects in everyday life are identity telling. As social actors surround themselves with objects, multiple actions from producing the objects to acquiring and placing them in the environment are embedded within. Here, we investigate examples from two different ethnographic studies, using the notion of frozen actions. One of our examples comes from a 5-month-long ethnographic study on identity production of three vegetarians in Thailand (
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Matelau, Tui, and Ufitia Sagapolutele. "Constructing a hybrid Samoan identity through Siva Samoa in New Zealand: a multimodal (inter)action analysis of two dance rehearsals." Multimodal Communication, March 6, 2023. http://dx.doi.org/10.1515/mc-2023-0008.
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Abstract The construction of Samoan identity in New Zealand is shaped by complex historical and contemporary social, economic, cultural and political factors. In addition, New Zealand-born Samoans are negotiating an ethnic and identity that incorporates their experience with the intergenerational stories and cultural knowledge of their ancestors. Such cultural and identity negotiations are occurring through the practice of Siva Samoa, Samoan dance. Using Multimodal (Inter)action Analysis we conduct a micro analysis of two excerpts of video data involving female Samoan dancers rehearsing for a dance showcase. Vertical identity production (Norris, S. (2011). Identity in (inter)action: introducing multimodal (inter)action analysis. Berlin and Boston: Mouton: 179, 2020:85) is used as a framework to analyze the multiple layers of discourse within each site of engagement that shape the construction of Samoan Identity for the participants involved.
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Geenen, Jarret. "Objects and materiality in pragmatic development: Here-and-now to then and-there." Multimodal Communication, December 15, 2020. http://dx.doi.org/10.1515/mc-2020-0020.
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AbstractLanguage acquisition involves more than learning how to produce words in complex strings. It involves a diversity of aptitudes about how, when, with whom and in what way to use language abilities. While it is acknowledged that these skills are learned through social interaction (Blum-Kulka, S. (1997). Dinner talk: cultural patterns of sociability and socialization in family discourse. Lawrence Erlbaum Associates, Inc, Mahwah, NJ; Rogoff, B. (2003). The cultural nature of human development. Oxford University Press, Oxford), our understanding about precisely how they emerge and how they are taught and learned remains preliminary at best. Additionally, much of our understanding is strictly limited to spoken language. The analysis and arguments herein detail the consequentiality of child directed interaction strategies (CDIS) which facilitate non-verbal actions and motivate episodic retrospection, making a tangible link between the current interaction and past experiences. Through a multimodal interaction analysis (Author and Pirini, J. (2020). Multimodal (Inter)action Analysis. In McKinley, J. and Rose, H. (Eds.) The Routledge handbook of research methods in applied linguistics. Rouledge, London, pp. 488–499; Norris, S. (2004). Analyzing multimodal interaction: a methodological framework. Routledge, London. https://doi.org/10.4324/9780203379493; Norris, S. (2011). Identity in (inter)action: introducing Multimodal (Inter)action Analysis. de Gruyter Mouton, Berlin & New York. https://doi.org/10.1515/9781934078280; Norris, S. (2019). Systematically working with multimodal data: research methods in multimodal discourse analysis. Wiley Blackwell, Hoboken, NJ; Pirini, J. (2014). Introduction to Multimodal (Inter)action Analysis. In: Norris, S. and Maier, C. (Eds.). Interactions, texts and images: a reader in multimodality. Mouton de Gruyter, New York. https://doi.org/10.1515/9781614511175.77) of the practice of showing material objects during interaction, I show that non-verbal action, material culture and the physical world are crucial to developing a certain socio-cognitive pragmatic aptitude. CDIS motivating ‘showing’ of tangible objects of personal significance may be the non-verbal antecedent of selecting and introducing new topics during interaction. These CDIS defer interactional agency and motivate non-verbal communicative actions more comfortably within the zone of proximal development. Importantly, the materiality of the objects themselves are of fleeting interactional priority. Instead, the objects provide a bridge between materiality in the here-and-now to past experiences in the there-and-then. Facilitating non-verbal actions of showing help motivate explorations of episodic memory by creating a tangible and immediate link within the unfolding interaction.
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Muntaha, Muntaha, Julian Chen, and Toni Dobinson. "Tracing Foreign Language Enjoyment in Instagram Chat Tasks Through Multimodal (Inter)Action Analysis." SSRN Electronic Journal, 2023. http://dx.doi.org/10.2139/ssrn.4332238.
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Pirini, Jesse. "Agency and Co-production: A Multimodal Perspective." Multimodal Communication 6, no. 2 (November 27, 2017). http://dx.doi.org/10.1515/mc-2016-0027.
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AbstractBuilding on multimodal (inter)action analysis as a theoretical and methodological framework, this article introduces and develops the theoretical/methodological tool called primary agency. Taking the mediated action as a unit of analysis, agency can be analysed as a feature of action. However, there is a lack of empirical approaches for the study of agency, and an overemphasis on language as the most important site for identifying agentive action. I develop primary agency through an analysis of three co-produced higher-level actions from a research project into high school tutoring. These are the higher-level actions of conducting research, tutoring and reading a text. Applying co-production and the modal density foreground/background continuum I explore how the researcher, the tutor and the student co-produce these higher-level actions. Through this analysis, I identify the most significant mediational means for each higher-level action, and the social actor with ownership or agency over these mediational means. I define this social actor as the one with primary agency over the co-produced higher-level action. Finally, my analysis outlines the implications of primary agency for co-produced higher-level actions, including the role of the researcher, the attention/awareness participants pay to overarching research projects, and links between primary agency and successful learning.
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Norris, Sigrid. "Practice-based research: multimodal explorations through poetry and painting." Journal Multimodal Communication 1, no. 1 (January 2012). http://dx.doi.org/10.1515/mc-2012-0004.
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AbstractIn this article, I investigate the practice-based research project called the poetry-to-painting project that the independent German artist, Andrea Brandt, who has also been a participant in two of my ethnographic studies on identity production, and I are involved in.(Norris and Brandt, 2011) illustrates Andrea’s early to current emotive stages that she links to the lifechanging event, her divorce. Taking this project as my example, I develop some theoretical thoughts and demonstrate how a practicebased project embeds and produces theoretical thought. In order to establish this theoretical thinking, I lean on mediated discourse theory (Scollon, 1998, 2001) and multimodal (inter)action analysis (Norris, 2004, 2011a).Through this project, the notion of
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Makboon, Boonyalakha. "The ‘Chosen One’: Depicting religious belief through gestures." Journal Multimodal Communication 2, no. 2 (January 2013). http://dx.doi.org/10.1515/mc-2013-0009.
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AbstractIn this article, I analyze gestures produced during a dharma orientation lecture. The dharma orientation lectures are a part of the I-Kuan-Tao cult in Thailand. The analysis undertaken draws on multimodal (inter)action analysis (Norris, 2004, 2011a) providing the description of the interaction through multimodal transcripts of how different types of gesture simultaneously interplay with other modes in creating meaning. I begin with a frame analysis (Goffman, 1974; Tannen, 1993) of the interview transcript, where the primary participant consistently positions himself as ‘the chosen one’. Next, I analyse how the ‘chosen one’ uses different types of gestures to convey such ephemeral religious concepts as the ‘cycle of reincarnation’, ‘soul’, and ‘nirvana’ during the I-Kuan-Tao dharma orientation lecture. I demonstrate that gestures utilized by the participant, namely deictic, iconic, metaphoric and beat gesture (McNeill, 1992; Kendon, 2004) show the participant’s belief that he is ‘the chosen one’.
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Dash, Amarendra Kumar, and Rajendra Kumar Dash. "Environmental and sustainability campaigns: a case study of India's Swachh Bharat Abhiyan (2014–2019)." Journal of Communication Management ahead-of-print, ahead-of-print (May 5, 2021). http://dx.doi.org/10.1108/jcom-07-2020-0072.
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PurposeWith the increasing realization of the importance of communication for sustainable development, strategic issues such as institutional alliances, public participation and media integration have emerged as indispensable tools in any environmental campaign. This study is an inquiry into India's Swachh Bharat Abhiyan (2014–2019) which is one of the major strategic sustainable development campaigns of the 21st century. The twin research questions raised are (1) What were the major action-plans and the key outreach strategies adopted in SBA? and (2) How the discourse of swachhata (cleanliness) was propagated in SBA?Design/methodology/approachWith response to research question 1, a seven-fold analysis of the strategic aspects of the SBA is undertaken utilizing Willner's (2006) strategic approach to the promotion of sustainable development campaigns. Research question 2 is addressed through a multimodal analysis of the discourse of swachhata (cleanliness) following the Grammar of Visual Design framework of Kress and van Lieuwen (2006).FindingsThe campaign employed a 360-degree promotional strategy. It involved print, electronic and social media; promoted inter- and intra-institutional alliances; roped in opinion leaders and opinion formers; and encouraged massive public participation. Strategically, SBA's discourse of cleanliness adhered to the “3R” principles of the United Nation's Sustainability Goals: Reduce, Reuse and Recycle. Tactically, the discourse of cleanliness was framed in the ideas of shame versus dignity and was entrenched in the ideals of commitment to nation and neighborhood, and good citizenship.Research limitations/implicationsOne major limitation of this study is the exclusion of certain intervening variables such as (1) access to the state of the art of green technology, (2) green financing, (3) green incubation, (4) sustainable PPP models for SBA and (5) for-profit approach to environmental cleanliness. Future studies can expand the scope of research by incorporating these variables in their analytical frameworks.Originality/valueThis is the first study to undertake a comprehensive analysis of the communication aspect of SBA. This case study, in particular, can be useful for the young research scholars and postgraduate students of Communication, Management and Public Policy.