subject:(multimodality)

1. Zagouras, Theofanis. Ο πολυτροπικός γραμματισμός στη διδακτική προσέγγιση του μαθήματος της γλώσσας: δύο εθνογραφικές μελέτες περίπτωσης για τον σχεδιασμό πολυτροπικών κειμένων στο ελληνικό δημοτικό σχολείο.

Degree: 2018, University of Patras; Πανεπιστήμιο Πατρών

URL: http://hdl.handle.net/10442/hedi/44334

► The aim of the present study is to imprint the current situation of the greek primary school in relation to pupils’ multimodal literacy in the… (more)

▼ The aim of the present study is to imprint the current situation of the greek primary school in relation to pupils’ multimodal literacy in the subject language. In particular, the study focuses on and analyzes pupils’ designs of multimodal genres in five activities. Based on our findings we propose a didactic intervention with the scope to harness multimodality in teaching and to empower pupils’ learning of its principles. For the purpose of studying pupils’ multimodal literacy practices and for pointing out the design details of their texts we decided to use a qualitative research approach. This decision was in accordance with the paradigm of New Literacy Studies and the methodology of ethnography which was applied in the research, even though through the “limited” version of the ethnographic perspective. This kind of perspective helped us in understanding pupils’ multimodal practices and in concentrating on the designs of five different texts that were constructed occasionally throughout a school year.The research sample was selected from two primary schools of Patras’ urban area. The pupils were attending year six and were 11 to 12 years old. The selection of year six had a double reasoning for the research: a) pupils were in an age that could explain in detail the designed texts, therefore they could provide rich data, b) their language textbooks had several exercises for multimodal texts’ production. The tools for the data collection were the following: participants’ observation, interviews with pupils about the produced texts, recording of class discussions, pupils’ multimodal texts. The data collection from different sources aimed at a data triangulation and strengthened the reliability of the research. Data analysis was complicated, drawing on various analytical models and was organized in four chapters. In the first chapter we analyzed the curriculum of language for year six as well as the units from the textbook that contained the activities under study with the help of Ivanič’ (2004a) heuristic model, in order to explain the didactic frame that rules the textbooks and to show how this frame affects the design of multimodal texts. In the second chapter we used Bernstein’s theoretical frame about the pedagogic discourse. We analysed and categorized teachers’ practices during the teaching of multimodal genres to show how it affected pupils’ design through the didactic and regulative discourse they uttered. In the third chapter we studied and analyzed pupils’ multimodal practices during the design of texts with Ivanič’ (2004b) model about actual and habitual intertextuality. Finally, in the fourth chapter we analyzed pupils’ implementations in the constructed texts to highlight the way they organized their texts into multimodal genres. The findings showed that multimodality is an implicit issue for both curriculum and the didactic approach of language. Specifically, the elements of multimodality that were included in textbooks, are treated by textbooks’ authors in an expressivist way which affects teaching.…

Subjects/Keywords: Πολυτροπικότητα; Multimodality

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APA (6^th Edition):

Zagouras, T. (2018). Ο πολυτροπικός γραμματισμός στη διδακτική προσέγγιση του μαθήματος της γλώσσας: δύο εθνογραφικές μελέτες περίπτωσης για τον σχεδιασμό πολυτροπικών κειμένων στο ελληνικό δημοτικό σχολείο. (Thesis). University of Patras; Πανεπιστήμιο Πατρών. Retrieved from http://hdl.handle.net/10442/hedi/44334

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zagouras, Theofanis. “Ο πολυτροπικός γραμματισμός στη διδακτική προσέγγιση του μαθήματος της γλώσσας: δύο εθνογραφικές μελέτες περίπτωσης για τον σχεδιασμό πολυτροπικών κειμένων στο ελληνικό δημοτικό σχολείο.” 2018. Thesis, University of Patras; Πανεπιστήμιο Πατρών. Accessed January 22, 2021. http://hdl.handle.net/10442/hedi/44334.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zagouras, Theofanis. “Ο πολυτροπικός γραμματισμός στη διδακτική προσέγγιση του μαθήματος της γλώσσας: δύο εθνογραφικές μελέτες περίπτωσης για τον σχεδιασμό πολυτροπικών κειμένων στο ελληνικό δημοτικό σχολείο.” 2018. Web. 22 Jan 2021.

Vancouver:

Zagouras T. Ο πολυτροπικός γραμματισμός στη διδακτική προσέγγιση του μαθήματος της γλώσσας: δύο εθνογραφικές μελέτες περίπτωσης για τον σχεδιασμό πολυτροπικών κειμένων στο ελληνικό δημοτικό σχολείο. [Internet] [Thesis]. University of Patras; Πανεπιστήμιο Πατρών; 2018. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10442/hedi/44334.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zagouras T. Ο πολυτροπικός γραμματισμός στη διδακτική προσέγγιση του μαθήματος της γλώσσας: δύο εθνογραφικές μελέτες περίπτωσης για τον σχεδιασμό πολυτροπικών κειμένων στο ελληνικό δημοτικό σχολείο. [Thesis]. University of Patras; Πανεπιστήμιο Πατρών; 2018. Available from: http://hdl.handle.net/10442/hedi/44334

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Victoria University of Wellington

2. Simonetti, Marta. Images in (Con)Text. Intermedial and Intersemiotic Paradigms of Representation in the Old Media.

Degree: 2018, Victoria University of Wellington

URL: http://hdl.handle.net/10063/7732

► The rise and constant development of new media have made us more aware of the overwhelming presence of images. This is a striking characteristic of… (more)

▼ The rise and constant development of new media have made us more aware of the overwhelming presence of images. This is a striking characteristic of the era that W. J. T. Mitchell referred to as the Pictorial Turn and Gottfried Boehme as Ikonische Wende. Yet the questions of meaning creation and interpretation across media, modalities, and sign systems have not been fully studied and explained in the domain of the old media. The theorisation of mixed media has contributed to reviving scholarly debates on the image-word relation, demonstrating the ideologically loaded discourses that underlie conceptual oppositions such as nature/convention, space/time, iconic/symbolic, epistemic/rhetoric. In light of theoretical reflections on visuality proposed by scholars across different disciplines, this study sets out to frame intermediality and multimodality within the word-image paradigms. In doing so, it seeks to demonstrate that a ‘dialectic of the dialogic reason’, as intermedial and multimodal frameworks entail, is more useful for critical analysis than a dialectic of stark oppositions. Indeed, an either/or logic underlies the age-old word-image paragone itself: the very rhetoric, in other words, of the epistemic turns (such as the Pictorial Turn), and the ontological monism that governs Western traditions. In particular, this study examines the word-image relation from four different perspectives: 1) as a dialectics built on hegemonic discourses and specific regimes of representation. 2) as situated between media and semiotic modalities in the old media and thus as essentially intermedial and multimodal; 3) as a translation process; 4) as a semiotic relation that requires complementary notions – such as Bakhtin’s dialogue, the hyphos, the rhizome – to be appreciated in full; These perspectives intertwine and complement each other, illuminating the complexity of the ways in which words and images interact: an interaction that cannot be reduced to total correspondence (ut pictura poësis) or total disagreement (paragone). Methodologically, this argument is developed in three stages. First, I analyse intermediality and multimodality from the perspective of media studies, using the semiotic theories of Charles S. Peirce and others. Second, I demonstrate that intermedial and multimodal creation is in its essence a logically abductive process, as formulated by Peirce. This process illustrates how intermedial and multimodal creation are fundamentally rhizomatic, to revisit Deleuze and Guattari’s definition. Third, I examine the intersemiotic recoding from one sign system to another as an act of translation. Since the dialectic unfolding in any act of translation is fundamentally dialogic and open to alterity, it follows that intermediality and multimodality play a pivotal role in disrupting the parameters of ontological monism that scholars have traditionally used to evaluate the word-image relation. Finally, this study provides a deeper as well as a wider insight into word-image debates by proposing additional conceptual… Advisors/Committee Members: Sonzogni, Marco, Hill, Sally.

Subjects/Keywords: Intersemiotic; Intermediality; Multimodality; Iconotext

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Simonetti, M. (2018). Images in (Con)Text. Intermedial and Intersemiotic Paradigms of Representation in the Old Media. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/7732

Chicago Manual of Style (16^th Edition):

Simonetti, Marta. “Images in (Con)Text. Intermedial and Intersemiotic Paradigms of Representation in the Old Media.” 2018. Doctoral Dissertation, Victoria University of Wellington. Accessed January 22, 2021. http://hdl.handle.net/10063/7732.

MLA Handbook (7^th Edition):

Simonetti, Marta. “Images in (Con)Text. Intermedial and Intersemiotic Paradigms of Representation in the Old Media.” 2018. Web. 22 Jan 2021.

Vancouver:

Simonetti M. Images in (Con)Text. Intermedial and Intersemiotic Paradigms of Representation in the Old Media. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2018. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10063/7732.

Council of Science Editors:

Simonetti M. Images in (Con)Text. Intermedial and Intersemiotic Paradigms of Representation in the Old Media. [Doctoral Dissertation]. Victoria University of Wellington; 2018. Available from: http://hdl.handle.net/10063/7732

Victoria University of Wellington

3. Kidner, Keely. Beyond Greenwash: Environmental Discourses of Appropriation and Resistance.

Degree: 2015, Victoria University of Wellington

URL: http://hdl.handle.net/10063/8736

► A multimodal, critical approach to Discourse allows us to understand contemporary environmental debates in a nuanced way. Fossil fuel mining has become especially controversial due… (more)

▼ A multimodal, critical approach to Discourse allows us to understand contemporary environmental debates in a nuanced way. Fossil fuel mining has become especially controversial due to the environmental, health, and social impacts, as well as the substantial economic dependence on such development. Wider discussions surrounding mining projects tend to diverge into two major oppositions: that of the industry itself, and that of local activists protesting development on their lands. Research in these areas has leaned towards a focus on the use of environmental language by polluting industries, termed ‘greenwash’, missing to some degree the ways in which these and other Discourses are articulated multimodally through interaction. This thesis brings a critical, multimodal analysis to controversial mining debates which go ‘beyond greenwash’, in order to track how Discourses are appropriated, resisted, and re-entextualised. In this thesis I adopt overlapping critical, multimodal, and ethnographic theoretical lenses to view interaction surrounding two controversial mining case studies: the Athabasca tar sands in Alberta, Canada and a lignite coal mine expansion in Southland, Aotearoa/New Zealand. Drawing upon an understanding of human communication as inherently multimodal, I include video-recorded interviews with both activists and industry representatives, as well as relevant artefacts (such as pamphlets, photographs, signs, etc) in my dataset. Using mediated action as the unit of analysis, I employ Multimodal Interaction Analysis to examine interview interaction, coupled with methods from Social Semiotics to interrogate designed artefacts. These analytical frameworks, viewed through combined theoretical lenses, provide a unique perspective on the way Discourses are appropriated and creatively resisted in debates about resource development. In both case studies, Discourses of the environment and the economy are appropriated by activists and industry actors, forming the basic ‘Environment v. Economy’ Discourse. This dichotomy is expanded through the appropriation of additional Discourses, such as regional identity in both Southland and Alberta. Activist groups subsequently resist and re-appropriate these regional Discourses by multimodally re-contextualising them. In Alberta, additional Discourses of Indigenous and LGBTQ+ identities are appropriated by industry actors in attempts to legitimise mining expansion. While some of these appropriations draw upon ideas of intersecting oppressions, mining industries fail to adequately address the ways in which resource extraction contributes to those oppressions. However, these actions are both recognised and resisted by local anti-tar sands activists, who use public events and designed artefacts to display their opposition and reappropriate Discourses. Although both case studies are concerned with similar types of fossil fuel extraction, there are notable differences. Whereas Discourses of the environment, the economy, and regional identity are both appropriated and resisted in… Advisors/Committee Members: Holmes, Janet, Marra, Meredith.

Subjects/Keywords: Critical Discourse Analysis; Environment; Multimodality

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kidner, K. (2015). Beyond Greenwash: Environmental Discourses of Appropriation and Resistance. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8736

Chicago Manual of Style (16^th Edition):

Kidner, Keely. “Beyond Greenwash: Environmental Discourses of Appropriation and Resistance.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed January 22, 2021. http://hdl.handle.net/10063/8736.

MLA Handbook (7^th Edition):

Kidner, Keely. “Beyond Greenwash: Environmental Discourses of Appropriation and Resistance.” 2015. Web. 22 Jan 2021.

Vancouver:

Kidner K. Beyond Greenwash: Environmental Discourses of Appropriation and Resistance. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10063/8736.

Council of Science Editors:

Kidner K. Beyond Greenwash: Environmental Discourses of Appropriation and Resistance. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/8736

University of Arizona

4. Davis, Bryan L. Teaching with Testimony: A Metalanguage .

Degree: 2018, University of Arizona

URL: http://hdl.handle.net/10150/628031

► This study advances scholarship that will support educators toward sound pedagogical uses of the testimonial archives that have been established to preserve the life experiences… (more)

Subjects/Keywords: Holocaust; metalanguage; multimodality; testimony; witness

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APA (6^th Edition):

Davis, B. L. (2018). Teaching with Testimony: A Metalanguage . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/628031

Chicago Manual of Style (16^th Edition):

Davis, Bryan L. “Teaching with Testimony: A Metalanguage .” 2018. Doctoral Dissertation, University of Arizona. Accessed January 22, 2021. http://hdl.handle.net/10150/628031.

MLA Handbook (7^th Edition):

Davis, Bryan L. “Teaching with Testimony: A Metalanguage .” 2018. Web. 22 Jan 2021.

Vancouver:

Davis BL. Teaching with Testimony: A Metalanguage . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10150/628031.

Council of Science Editors:

Davis BL. Teaching with Testimony: A Metalanguage . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628031

SUNY College at Brockport

5. Greco, Daniel C. Multiliteracies: Bringing Multimodality into Schools.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

URL: https://digitalcommons.brockport.edu/ehd_theses/630

► Today’s technological advancements provide cause for literacy educators to think about literacy as many literacies or multiliteracies (Cimbricz & Rath, 2015). This analytical review… (more)

Subjects/Keywords: Multiliteracies; Multimodality; UDL; Education

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APA (6^th Edition):

Greco, D. C. (2015). Multiliteracies: Bringing Multimodality into Schools. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/630

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Greco, Daniel C. “Multiliteracies: Bringing Multimodality into Schools.” 2015. Thesis, SUNY College at Brockport. Accessed January 22, 2021. https://digitalcommons.brockport.edu/ehd_theses/630.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Greco, Daniel C. “Multiliteracies: Bringing Multimodality into Schools.” 2015. Web. 22 Jan 2021.

Vancouver:

Greco DC. Multiliteracies: Bringing Multimodality into Schools. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2021 Jan 22]. Available from: https://digitalcommons.brockport.edu/ehd_theses/630.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Greco DC. Multiliteracies: Bringing Multimodality into Schools. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/630

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Souza, Dirceu Donizetti Dias de. Multimodalidade na construção do conhecimento em sala de aula de química: caracterizando a evolução na aprendizagem.

Degree: PhD, Educação, 2013, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-24042013-140702/ ;

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Esta é uma investigação em que essencialmente se propõe o uso da combinação de mediadores em complexidade crescente permitindo a prática de diferentes formas de… (more)

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Esta é uma investigação em que essencialmente se propõe o uso da combinação de mediadores em complexidade crescente permitindo a prática de diferentes formas de linguagens, as quais explicitam padrões de aprendizagem de saberes sobre química. Dentre os mediadores estão os signos que, se organizando em palavras e expressões, adquirem significados, os quais permitem que fenômenos da Ciência da Natureza sejam circunscritos, compreendidos e trazidos para o mundo dos humanos na forma de tecnologias na perspectiva da melhoria da qualidade de vida. Estas tecnologias que se manifestam na forma de bens e serviços exigem respostas sociais vigorosas quanto ao seu grau de uso e manutenção que demandam mais do que apenas concordância ou discordância, requerem o uso da argumentação fundamentada, a qual encontra na escola seu mais fértil campo de desenvolvimento que não pode se olvidar de recorrer também às tecnologias para construir propostas que auxiliem jovens estudantes nesse percurso. Desse desafio surge a proposta da aprendizagem sobre Química mediada pela multimodalidade, termo a princípio genérico, mas que entendemos como a combinação entre modalidades de explicitação da aprendizagem por gêneros do discurso que circulem em meio impresso e não-impresso (audiovisual), utilizando a linguagem narrativa e expositiva contendo aspectos conceituais e matemáticos, derivados de atividades tais como experimentos, jogos, projetos, construção e operação de aparatos escolar-científicos, dentre outros, e com apoio das tecnologias da informação e comunicação. Nesta investigação o uso da aprendizagem multimodal se materializa ao longo dos dois últimos anos do Ensino Médio regular em ciclos de complexidade crescente em turmas diversas em uma escola pública. A produção dos estudantes ao final de cada estágio foi analisada e classificada na busca da obtenção de padrões da forma de pensamento e do nível de processamento da informação gráfica, bem como de possíveis restrições na resolução de problemas químicos.Os resultados sugerem que a aprendizagem mediada pela multimodalidade na perspectiva apresentada contribui para a evolução das formas de pensamento, bem como do nível de processamento da informação gráfica, entretanto quando da introdução de um novo gênero do discurso escrito, surgem inflexões na curva crescente de aprendizagem revelando dispersão de padrões, a qual indica a necessidade da intervenção do professor com ações de retomada de conceitos e revisão monitorada. As condições de produção e a cultura escolar se mostram como elementos externos com forte poder de restrição ao processo de aprendizagem.

This is an investigation in which essentially it is proposed the use of the combination of mediators in increasing complexity allowing the practice of different forms of languages, which state standards of knowledge learning about chemistry. Among the mediators are the signs that, organizing themselves in words and expressions, acquire meanings, which allow phenomena of the Science of Nature to be circumscribed, understood and brought…

Advisors/Committee Members: Arroio, Agnaldo.

Subjects/Keywords: Aprendizagem; Chemistry; Learning; multimodalidade; multimodality; Química

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APA (6^th Edition):

Souza, D. D. D. d. (2013). Multimodalidade na construção do conhecimento em sala de aula de química: caracterizando a evolução na aprendizagem. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-24042013-140702/ ;

Chicago Manual of Style (16^th Edition):

Souza, Dirceu Donizetti Dias de. “Multimodalidade na construção do conhecimento em sala de aula de química: caracterizando a evolução na aprendizagem.” 2013. Doctoral Dissertation, University of São Paulo. Accessed January 22, 2021. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-24042013-140702/ ;.

MLA Handbook (7^th Edition):

Souza, Dirceu Donizetti Dias de. “Multimodalidade na construção do conhecimento em sala de aula de química: caracterizando a evolução na aprendizagem.” 2013. Web. 22 Jan 2021.

Vancouver:

Souza DDDd. Multimodalidade na construção do conhecimento em sala de aula de química: caracterizando a evolução na aprendizagem. [Internet] [Doctoral dissertation]. University of São Paulo; 2013. [cited 2021 Jan 22]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-24042013-140702/ ;.

Council of Science Editors:

Souza DDDd. Multimodalidade na construção do conhecimento em sala de aula de química: caracterizando a evolução na aprendizagem. [Doctoral Dissertation]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-24042013-140702/ ;

Vytautas Magnus University

7. Skučienė, Rima. Cooking recipes as a genre and the role of multimodality in them.

Degree: Master, Philology, 2014, Vytautas Magnus University

URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140602_083932-22774 ;

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The present paper focusses on the genre of recipes, its structure and multimodality. The aim of this thesis is to present the genre of recipes… (more)

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The present paper focusses on the genre of recipes, its structure and multimodality. The aim of this thesis is to present the genre of recipes from theoretical perspective and to make a practical analysis about the structure of recipes and multimodality based on Oliver’s and Nicholson’s recipes. For the practical part Jamie Oliver’s recipe book Happy Days with the Naked Chef, Beata Nicholson’s recipe book Beatos Virtuvė: Kepinių Knyga and their websites are analysed. Recipes for the analysis are chosen randomly and qualitative method is used as all of them are described and compared in order to find differences and similarities. The paper presents the concept of genre and genre analysis that is discussed by many authors and explained in great details. Further, the genre of recipes and its historical change is looked at thus the influence on the structure of recipes made by new innovations can be noticed. In addition, the ideas suggested by various authors show that this genre is structured and has clearly distinguished parts that should be included in every recipe. Finally, the issue of multimodality is presented and it is of special importance today since not only textual but also visual information is found in books and web-sites. The structural analysis of Oliver’s and Nicholson’s recipes supports the ideas of various scholars that this genre is highly structured. The main difference is found between the recipes in printed and online sources. In recipe books the structure... [to full text]

Šiame darbe apžvelgiamas receptų žanras, jo struktūra ir multimodalumas. Darbo tikslas yra pristatyti receptų žanro teoriją ir analizuoti receptų struktūrą ir multimodalumą, remiantis Džeimio Oliverio ir Beatos Nicholson receptais. Praktinėje dalyje analizuojama Oliverio receptų knyga „Happy days with the naked chef“ ir Nicholson receptų knyga „Beatos virtuvė: Kepinių knyga“ bei šių autorių internetiniai puslapiai su receptais. Receptai yra pasirinkti atsitiktinai ir kokybinė analizė yra pritaikyta, nes jie visi yra apibūdinami ir palyginami tam, kad būtų galima atrasti skirtumus ir panašumus. Šiame darbe pristatomas ir išsamiai apibūdinamas daugelio autorių aptartas žanro terminas ir žanro analizė. Taip pat apžvelgiamas receptų žanras ir jo istorinė kaita ir čia galima pastebėti, kad patobulinimai technikos srityje padarė įtaką receptų struktūrai. Be to, įvairių autorių mintys, kaip turėtų atrodyti receptai, atskleidžia, kad šis žanras turi aiškią struktūrą ir jo dalys gali būti gana tiksliai apibrėžtos. Galiausiai yra pristatoma multimodalumo tema, kuri šiandien yra labai svarbi, nes vaizdinės informacijos yra vis dažniau pateikiama knygose ir internetiniuose puslapiuose. Oliverio ir Nicholson receptų, esančių knygose ir internetiniuose puslapiuose, struktūros analizė patvirtina įvairių autorių mintis, kad šis žanras turi aiškias dalis. Daugiausiai skirtumų randama tarp receptų, esančių knygose ir internetiniuose puslapiuose. Receptų knygose tekstas susideda iš šių dalių –... [toliau žr. visą tekstą]

Advisors/Committee Members: Masaitienė, Dalia (Master’s thesis supervisor).

Subjects/Keywords: Recipes; Genre; Multimodality; Receptai; Žanras; Multimodalumas

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APA (6^th Edition):

Skučienė, Rima. (2014). Cooking recipes as a genre and the role of multimodality in them. (Masters Thesis). Vytautas Magnus University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140602_083932-22774 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

Skučienė, Rima. “Cooking recipes as a genre and the role of multimodality in them.” 2014. Masters Thesis, Vytautas Magnus University. Accessed January 22, 2021. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140602_083932-22774 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

Skučienė, Rima. “Cooking recipes as a genre and the role of multimodality in them.” 2014. Web. 22 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Skučienė, Rima. Cooking recipes as a genre and the role of multimodality in them. [Internet] [Masters thesis]. Vytautas Magnus University; 2014. [cited 2021 Jan 22]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140602_083932-22774 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Skučienė, Rima. Cooking recipes as a genre and the role of multimodality in them. [Masters Thesis]. Vytautas Magnus University; 2014. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140602_083932-22774 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Victoria University of Wellington

8. Hochenbaum, Jordan Natan. L'Arte Di Interazione Musicale: New Musical Possibilities Through Multimodal Techniques.

Degree: 2013, Victoria University of Wellington

URL: http://hdl.handle.net/10063/2688

► Multimodal communication is an essential aspect of human perception, facilitating the ability to reason, deduce, and understand meaning. Utilizing multimodal senses, humans are able to… (more)

▼ Multimodal communication is an essential aspect of human perception, facilitating the ability to reason, deduce, and understand meaning. Utilizing multimodal senses, humans are able to relate to the world in many different contexts. This dissertation looks at surrounding issues of multimodal communication as it pertains to human-computer interaction. If humans rely on multimodality to interact with the world, how can multimodality benefit the ways in which humans interface with computers? Can multimodality be used to help the machine understand more about the person operating it and what associations derive from this type of communication? This research places multimodality within the domain of musical performance, a creative field rich with nuanced physical and emotive aspects. This dissertation asks, what kinds of new sonic collaborations between musicians and computers are possible through the use of multimodal techniques? Are there specific performance areas where multimodal analysis and machine learning can benefit training musicians? In similar ways can multimodal interaction or analysis support new forms of creative processes? Applying multimodal techniques to music-computer interaction is a burgeoning effort. As such the scope of the research is to lay a foundation of multimodal techniques for the future. In doing so the first work presented is a software system for capturing synchronous multimodal data streams from nearly any musical instrument, interface, or sensor system. This dissertation also presents a variety of multimodal analysis scenarios for machine learning. This includes automatic performer recognition for both string and drum instrument players, to demonstrate the significance of multimodal musical analysis. Training the computer to recognize who is playing an instrument suggests important information is contained not only within the acoustic output of a performance, but also in the physical domain. Machine learning is also used to perform automatic drum-stroke identification; training the computer to recognize which hand a drummer uses to strike a drum. There are many applications for drum-stroke identification including more detailed automatic transcription, interactive training (e.g. computer-assisted rudiment practice), and enabling efficient analysis of drum performance for metrics tracking. Furthermore, this research also presents the use of multimodal techniques in the context of everyday practice. A practicing musician played a sensoraugmented instrument and recorded his practice over an extended period of time, realizing a corpus of metrics and visualizations from his performance. Additional multimodal metrics are discussed in the research, and demonstrate new types of performance statistics obtainable from a multimodal approach. The primary contributions of this work include (1) a new software tool enabling musicians, researchers, and educators to easily capture multimodal information from nearly any musical instrument or sensor system; (2) investigating multimodal machine learning for… Advisors/Committee Members: Kapur, Ajay, McKinnon, Dugal.

Subjects/Keywords: Multimodality; Machine learning; Music information retrieval

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hochenbaum, J. N. (2013). L'Arte Di Interazione Musicale: New Musical Possibilities Through Multimodal Techniques. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2688

Chicago Manual of Style (16^th Edition):

Hochenbaum, Jordan Natan. “L'Arte Di Interazione Musicale: New Musical Possibilities Through Multimodal Techniques.” 2013. Doctoral Dissertation, Victoria University of Wellington. Accessed January 22, 2021. http://hdl.handle.net/10063/2688.

MLA Handbook (7^th Edition):

Hochenbaum, Jordan Natan. “L'Arte Di Interazione Musicale: New Musical Possibilities Through Multimodal Techniques.” 2013. Web. 22 Jan 2021.

Vancouver:

Hochenbaum JN. L'Arte Di Interazione Musicale: New Musical Possibilities Through Multimodal Techniques. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2013. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10063/2688.

Council of Science Editors:

Hochenbaum JN. L'Arte Di Interazione Musicale: New Musical Possibilities Through Multimodal Techniques. [Doctoral Dissertation]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2688

University of the Western Cape

9. Thabela, Tendani Mulanga. Resemiotization and discourse practices in selected television advertisements in South Africa .

Degree: 2011, University of the Western Cape

URL: http://hdl.handle.net/11394/5381

► This study demonstrates how advertisers re-voice and re-perform others' gestures and actions (Prior and Hengst, 2010). The focus is on the mobility of semiosis across… (more)

Subjects/Keywords: Semiotics; Advertising; Television; Semiotic remediation; Multimodality

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APA (6^th Edition):

Thabela, T. M. (2011). Resemiotization and discourse practices in selected television advertisements in South Africa . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5381

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thabela, Tendani Mulanga. “Resemiotization and discourse practices in selected television advertisements in South Africa .” 2011. Thesis, University of the Western Cape. Accessed January 22, 2021. http://hdl.handle.net/11394/5381.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thabela, Tendani Mulanga. “Resemiotization and discourse practices in selected television advertisements in South Africa .” 2011. Web. 22 Jan 2021.

Vancouver:

Thabela TM. Resemiotization and discourse practices in selected television advertisements in South Africa . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11394/5381.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thabela TM. Resemiotization and discourse practices in selected television advertisements in South Africa . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/5381

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Victoria University of Wellington

10. Ammundsen, Brontë. SciNow: Multimodal Educational Resources.

Degree: 2017, Victoria University of Wellington

URL: http://hdl.handle.net/10063/7040

► The necessity for this project was identified as a response to declining levels of science engagement, academic success and literacy observed in New Zealand secondary… (more)

▼ The necessity for this project was identified as a response to declining levels of science engagement, academic success and literacy observed in New Zealand secondary science education (OECD, 2016). As international advancements in sciences and technology create shifts in the current economic landscape, increasing importance is being placed on knowledge-intensive industries. This changed weighting of industry contributions to economic prosperity creates a simultaneous change in future workforce skill requirements (Gilbert & Bull, 2013). With the importance of education in long-term social and economic prosperity being long acknowledged, the changing economic climate intensifies the urgent need to address New Zealand’s declining science engagement and academic success. While the most significant facets of educational operations lie in education pedagogy and policy, the wide range of factors involved in educational outcomes yield expansive opportunities for potential innovations and commercialisation in the education sector. The opportunity for this project was derived from identifying the elements that contribute to these challenges, and isolating a gap in the market of science education resources. The purpose of this project was to research this potential market gap, as well as identifying how to appeal to it. This led to the proposal for the SciNow multimodal resource database, a resource database designed to provide engaging lesson and study materials to science students and teachers with an emphasis on real-life application of content. Through utilising the concept of multimodality, the database design proposes offering materials through ranging modes of communication to increase appeal to varying student learning preferences (Jewitt, 2008). The overall intention for the SciNow database is to raise attractiveness of science education by making it more interesting and relevant to students, thereby positively affecting educational outcomes and in turn leading to economic benefits in the form of a more ideally skilled workforce. While initial investigation focused on creating a business model for commercialising the SciNow resource database, this intention was adjusted in response to literature reviews revealing the significant performance gap between high and low achievers in science education (Education Review, 2016). In addition to New Zealand exhibiting one of the largest performance gaps in the OECD, concerns are exacerbated by the lowest performing population’s overrepresentation of Maori and Pasifika students and students from low socioeconomic backgrounds (OECD, 2015). In response to the level of inequality in science education, the SciNow proposal was adjusted to be provided to all students and teachers nationwide for free. The methodology implemented in this project was of a qualitative nature (Morgan, 1997). Interviews were conducted with secondary science teachers and students in which questioning focused on experiences with science education, including education resource availability and provision.… Advisors/Committee Members: Moeed, Azra.

Subjects/Keywords: Science education; Science resources; Education resources; Multimodality

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APA (6^th Edition):

Ammundsen, B. (2017). SciNow: Multimodal Educational Resources. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/7040

Chicago Manual of Style (16^th Edition):

Ammundsen, Brontë. “SciNow: Multimodal Educational Resources.” 2017. Masters Thesis, Victoria University of Wellington. Accessed January 22, 2021. http://hdl.handle.net/10063/7040.

MLA Handbook (7^th Edition):

Ammundsen, Brontë. “SciNow: Multimodal Educational Resources.” 2017. Web. 22 Jan 2021.

Vancouver:

Ammundsen B. SciNow: Multimodal Educational Resources. [Internet] [Masters thesis]. Victoria University of Wellington; 2017. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10063/7040.

Council of Science Editors:

Ammundsen B. SciNow: Multimodal Educational Resources. [Masters Thesis]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/7040

University of Manitoba

11. Bartok, Brandi. "I have no story to tell": exploring the multimodal literacy identities of adolescents.

Degree: Curriculum, Teaching and Learning, 2018, University of Manitoba

URL: http://hdl.handle.net/1993/33645

► Adolescent students’ participatory and multimodal experiences outside of school are often at odds with entrenched in-school literacy instruction that tends to privilege print-based over other… (more)

Subjects/Keywords: Multimodal literacy; Multimodality; Adolescent literacy identities

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APA (6^th Edition):

Bartok, B. (2018). "I have no story to tell": exploring the multimodal literacy identities of adolescents. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33645

Chicago Manual of Style (16^th Edition):

Bartok, Brandi. “"I have no story to tell": exploring the multimodal literacy identities of adolescents.” 2018. Masters Thesis, University of Manitoba. Accessed January 22, 2021. http://hdl.handle.net/1993/33645.

MLA Handbook (7^th Edition):

Bartok, Brandi. “"I have no story to tell": exploring the multimodal literacy identities of adolescents.” 2018. Web. 22 Jan 2021.

Vancouver:

Bartok B. "I have no story to tell": exploring the multimodal literacy identities of adolescents. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1993/33645.

Council of Science Editors:

Bartok B. "I have no story to tell": exploring the multimodal literacy identities of adolescents. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33645

Karlstad University

12. Birgersson, Maria. Bearbetning av bilderboken med utgångspunkt i de estetiska ämnena : En vidgad syn på text.

Degree: Educational Studies (from 2013), 2019, Karlstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73259

► Abstract The purpose of this study is to investigate how educators and teachers working with younger ages work with the picture book in… (more)

Subjects/Keywords: picture book; multimodality; processing; transformation; Pedagogy; Pedagogik

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APA (6^th Edition):

Birgersson, M. (2019). Bearbetning av bilderboken med utgångspunkt i de estetiska ämnena : En vidgad syn på text. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73259

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Birgersson, Maria. “Bearbetning av bilderboken med utgångspunkt i de estetiska ämnena : En vidgad syn på text.” 2019. Thesis, Karlstad University. Accessed January 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73259.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Birgersson, Maria. “Bearbetning av bilderboken med utgångspunkt i de estetiska ämnena : En vidgad syn på text.” 2019. Web. 22 Jan 2021.

Vancouver:

Birgersson M. Bearbetning av bilderboken med utgångspunkt i de estetiska ämnena : En vidgad syn på text. [Internet] [Thesis]. Karlstad University; 2019. [cited 2021 Jan 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73259.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Birgersson M. Bearbetning av bilderboken med utgångspunkt i de estetiska ämnena : En vidgad syn på text. [Thesis]. Karlstad University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73259

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Technology, Sydney

13. Mulder, J. Making things louder : amplified music and multimodality.

Degree: 2013, University of Technology, Sydney

URL: http://hdl.handle.net/10453/21903

► This thesis looks at the use of electronic amplification at concerts of music. A broad introduction, constituting both a technological and a musical history, precedes… (more)

Subjects/Keywords: Music technology.; Electronic amplification.; Multimodality.; Concerts.

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APA (6^th Edition):

Mulder, J. (2013). Making things louder : amplified music and multimodality. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/21903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mulder, J. “Making things louder : amplified music and multimodality.” 2013. Thesis, University of Technology, Sydney. Accessed January 22, 2021. http://hdl.handle.net/10453/21903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mulder, J. “Making things louder : amplified music and multimodality.” 2013. Web. 22 Jan 2021.

Vancouver:

Mulder J. Making things louder : amplified music and multimodality. [Internet] [Thesis]. University of Technology, Sydney; 2013. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10453/21903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mulder J. Making things louder : amplified music and multimodality. [Thesis]. University of Technology, Sydney; 2013. Available from: http://hdl.handle.net/10453/21903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Western Ontario

14. Xing, Xiaotong. A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada.

Degree: 2017, University of Western Ontario

URL: https://ir.lib.uwo.ca/etd/4778

► Existing literature regarding teachers’ practices of multiliteracies has proven that multiliteracies enables teachers to deal with diversity and build creative teaching practices in classrooms. However,… (more)

Subjects/Keywords: Multiliteracies; Multimodality; Chinese teachers; Curriculum and Instruction

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APA (6^th Edition):

Xing, X. (2017). A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4778

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Xing, Xiaotong. “A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada.” 2017. Thesis, University of Western Ontario. Accessed January 22, 2021. https://ir.lib.uwo.ca/etd/4778.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Xing, Xiaotong. “A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada.” 2017. Web. 22 Jan 2021.

Vancouver:

Xing X. A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2021 Jan 22]. Available from: https://ir.lib.uwo.ca/etd/4778.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Xing X. A Case Study of Chinese Teachers’ Experiences of Multiliteracies and Multimodality in Teaching Young Students Chinese Literacy in Canada. [Thesis]. University of Western Ontario; 2017. Available from: https://ir.lib.uwo.ca/etd/4778

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of New Mexico

15. Hirrel, Laura. CYCLIC GESTURES AND MULTIMODAL SYMBOLIC ASSEMBLIES: AN ARGUMENT FOR SYMBOLIC COMPLEXITY IN GESTURE.

Degree: Department of Linguistics, 2018, University of New Mexico

URL: https://digitalrepository.unm.edu/ling_etds/57

► In this dissertation, I seek to better understand the nature of the relationship between meanings expressed in gesture and those expressed in speech. This… (more)

▼ In this dissertation, I seek to better understand the nature of the relationship between meanings expressed in gesture and those expressed in speech. This research focuses on the use of cyclic gestures in English. Cyclic gestures are manual co-speech gestures that are characterized by a circular movement of the hand or arm. Despite cyclic gestures being commonplace in many types of spoken discourse, no previous studies to date have specifically explored the functions these gestures serve in English. Broadly, this dissertation addresses two questions: (1) What functions do cyclic gestures serve in interaction in English, and (2) how are cyclic gestures integrated with other meaningful units in multimodal expressions? Using data collected from television talk shows, I examine the functional-semantic properties of spoken language expressions that accompany cyclic gestures and identify properties of meaning that repeatedly align with the expression of the gestures. I also explore relationships between fine-grained formal properties of cyclic gestural expressions and functional-semantic properties of the co-expressed speech. The results of the study find a number of significant relationships between gesture forms and spoken language meanings. For example, when cyclic gestures were expressed with spoken constructions serving an evaluative function, they were significantly associated with bimanual asynchronous rotations and finger spreading (p < .001) with a moderately strong effect size (φc = 0.26). Drawing on the patterns identified in the analysis of the data, I analyze cyclic gestures as component symbolic structures that profile schematic processes. I argue that formal properties that accompany cyclic movement gestures (e.g., handshapes and locations of the hands in space) have the potential to be meaningful. Data from English suggest that cyclic gestures can integrate simultaneously with other symbolic structures in gesture to form complex gestural expressions (i.e., symbolic assemblies). Extending theoretical tools from the framework of Cognitive Grammar (Langacker, 1987, 1991), I explore how the schematic meaning of cyclic gestures is instantiated in specific complex gestural expressions and how those gestural constructions interact with symbolic structures in speech. This work challenges traditional assumptions about the nature of gesture meaning, which treats gestures as simplex, holistic structures. Instead, the findings of this research suggest that gestures are best analyzed as constructions. Advisors/Committee Members: Sherman Wilcox, PhD, Melissa Axelrod, PhD, Barbara Shaffer, PhD, Eve Sweetser, PhD.

Subjects/Keywords: gesture; cognitive grammar; multimodality; construction grammar; Linguistics

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APA (6^th Edition):

Hirrel, L. (2018). CYCLIC GESTURES AND MULTIMODAL SYMBOLIC ASSEMBLIES: AN ARGUMENT FOR SYMBOLIC COMPLEXITY IN GESTURE. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/ling_etds/57

Chicago Manual of Style (16^th Edition):

Hirrel, Laura. “CYCLIC GESTURES AND MULTIMODAL SYMBOLIC ASSEMBLIES: AN ARGUMENT FOR SYMBOLIC COMPLEXITY IN GESTURE.” 2018. Doctoral Dissertation, University of New Mexico. Accessed January 22, 2021. https://digitalrepository.unm.edu/ling_etds/57.

MLA Handbook (7^th Edition):

Hirrel, Laura. “CYCLIC GESTURES AND MULTIMODAL SYMBOLIC ASSEMBLIES: AN ARGUMENT FOR SYMBOLIC COMPLEXITY IN GESTURE.” 2018. Web. 22 Jan 2021.

Vancouver:

Hirrel L. CYCLIC GESTURES AND MULTIMODAL SYMBOLIC ASSEMBLIES: AN ARGUMENT FOR SYMBOLIC COMPLEXITY IN GESTURE. [Internet] [Doctoral dissertation]. University of New Mexico; 2018. [cited 2021 Jan 22]. Available from: https://digitalrepository.unm.edu/ling_etds/57.

Council of Science Editors:

Hirrel L. CYCLIC GESTURES AND MULTIMODAL SYMBOLIC ASSEMBLIES: AN ARGUMENT FOR SYMBOLIC COMPLEXITY IN GESTURE. [Doctoral Dissertation]. University of New Mexico; 2018. Available from: https://digitalrepository.unm.edu/ling_etds/57

University of Minnesota

16. Rollag Yoon, Stephanie. Connecting through Composition: Critical Intersections in Middle School Multimodal Writing.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

URL: http://hdl.handle.net/11299/206398

► Classroom writing practices exist in a complex social environment where students present identities to each other through the texts they create and their interactions (Pandya,… (more)

▼ Classroom writing practices exist in a complex social environment where students present identities to each other through the texts they create and their interactions (Pandya, Z., 2015; Dyson, 2018; Snaza & Lensmire, 2006). Recognizing this complexity, writing practices in schools have changed over time. Practices have shifted from a traditional focus on technical skills of writing, to a writing workshop model, emphasizing student choice of topics and opportunities to share. Critical writing pedagogy emerged in response to the workshop model’s perspective of students bringing a single identity to a neutral writing process. However, traditional writing practices are pervasive in schools and there is a need for research that draws attention to classrooms where teachers implement critical writing pedagogy (Furman, 2017). This yearlong critical ethnographic study describes seventh grade students’ writing processes at the intersection of critical writing pedagogy and multimodality, and considers how students’ social identities as writers and peer relations around writing are mediated by literacy practices within the classroom. Drawing on mediated discourse analysis (MDA) (Scollon & Scollon, 2004; Norris & Jones, 2005) to examine moment-to-moment actions and interactions, this study traces a routine journal writing practice where students regularly enter into critical dialogue. An analysis focused on resemiotization (Norris & Jones, 2005) highlights how students’ learning and interactions shift throughout this classroom practice. In addition, this study utilizes trajectories and timescales (Scollon & Scollon, 2004) to look at how two literacy events draw on this journal practice in similar ways while unfolding differently in relation to the specific surroundings of each moment. Finally, this study draws on MDA’s view of agency to consider the ways the classroom teacher navigates intersecting discourses in order to implement these critical and multimodal writing practices in the classroom. This work has implications for how we view writing practices and students as they engage in composing and sharing. It calls for a view of students as writers who are making choices about when and how they write and engage in dialogue based on the complex surroundings of a moment. This view shifts attention away from an idea that students either have or lack abilities and instead focuses on the possibilities of teachers to create and reflect on spaces where students choose to engage in meaningful writing and dialogue.

Subjects/Keywords: agency; mediated discourse analysis; multimodality; writing pedagogy

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APA (6^th Edition):

Rollag Yoon, S. (2019). Connecting through Composition: Critical Intersections in Middle School Multimodal Writing. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206398

Chicago Manual of Style (16^th Edition):

Rollag Yoon, Stephanie. “Connecting through Composition: Critical Intersections in Middle School Multimodal Writing.” 2019. Doctoral Dissertation, University of Minnesota. Accessed January 22, 2021. http://hdl.handle.net/11299/206398.

MLA Handbook (7^th Edition):

Rollag Yoon, Stephanie. “Connecting through Composition: Critical Intersections in Middle School Multimodal Writing.” 2019. Web. 22 Jan 2021.

Vancouver:

Rollag Yoon S. Connecting through Composition: Critical Intersections in Middle School Multimodal Writing. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11299/206398.

Council of Science Editors:

Rollag Yoon S. Connecting through Composition: Critical Intersections in Middle School Multimodal Writing. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206398

University of Melbourne

17. Kunert, Hannah R. From loaning to owning: Japanese loanwords in hiragana.

Degree: 2017, University of Melbourne

URL: http://hdl.handle.net/11343/198270

► Loanwords (外来語・カタカナ語), which are words ‘borrowed’ from other languages, are an integral part of the Japanese language, and are estimated to account for around 10%… (more)

▼ Loanwords (外来語・カタカナ語), which are words ‘borrowed’ from other languages, are an integral part of the Japanese language, and are estimated to account for around 10% of the modern Japanese lexicon. While loanwords are conventionally written with the katakana script, recently some examples have been appearing in the hiragana script, which is usually reserved for words of Japanese origin. This research investigates what kinds of loanwords appear in hiragana, in which genres of text they are typically found, and why hiragana is being used in these cases. A mixed methods research design provided a broad base from which to approach this phenomenon, and consequently four different data sets were utilized: a corpus of hiragana loanwords, a survey, a series of interviews with native Japanese speakers, and four case studies of individual texts. The case studies, in particular, drew on the multimodal nature of these texts, and utilized the ‘visual grammar’ of Kress and van Leeuwen (2006), and the semiotics of typography described by Stöckl (2005) in order to understand how hiragana was being used within a text. The findings from this research illustrate the wide range of semiotic functions this marked use of script can perform, for example connoting traditional Japanese culture or cuteness; being ‘easier to read’ for perceived audiences; providing a sense of balance with the other scripts used in the text; or highlighting an instance of wordplay. While loanwords in hiragana can be described as a ‘marked’ use of language, another important finding was native Japanese speakers' general level of acceptance of these words within authentic texts, with script having the effect of blurring the line between loanword and ‘Japanese word’. The results of this study therefore extend prior research on Japanese loanwords (Loveday, 1996; Rebuck, 2002; Stanlaw, 2014); typography and graphic design (Kress & van Leeuwen, 2006; Spitzmüller, 2012, 2015); and language play (Gottlieb, 2010; Knospe, 2015). These findings reinforce the often-cited flexibility and adaptability of the Japanese writing system, as well as providing new perspectives on script as a semiotic resource within the Japanese language.

Subjects/Keywords: loanwords; gairaigo; Japanese; hiragana; script; multimodality; typography

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APA (6^th Edition):

Kunert, H. R. (2017). From loaning to owning: Japanese loanwords in hiragana. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/198270

Chicago Manual of Style (16^th Edition):

Kunert, Hannah R. “From loaning to owning: Japanese loanwords in hiragana.” 2017. Doctoral Dissertation, University of Melbourne. Accessed January 22, 2021. http://hdl.handle.net/11343/198270.

MLA Handbook (7^th Edition):

Kunert, Hannah R. “From loaning to owning: Japanese loanwords in hiragana.” 2017. Web. 22 Jan 2021.

Vancouver:

Kunert HR. From loaning to owning: Japanese loanwords in hiragana. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11343/198270.

Council of Science Editors:

Kunert HR. From loaning to owning: Japanese loanwords in hiragana. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/198270

Clemson University

18. Howell, Emily. CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT.

Degree: PhD, Curriculum and Instruction, Literacy, 2015, Clemson University

URL: https://tigerprints.clemson.edu/all_dissertations/1582

► This dissertation study addresses the New London Groupâ€™s (1996) concern that technology and globalization require an expanded concept of literacy that focuses upon the multimodal… (more)

Subjects/Keywords: argument; digital tools; multiliteracies; multimodality; Education

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APA (6^th Edition):

Howell, E. (2015). CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1582

Chicago Manual of Style (16^th Edition):

Howell, Emily. “CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT.” 2015. Doctoral Dissertation, Clemson University. Accessed January 22, 2021. https://tigerprints.clemson.edu/all_dissertations/1582.

MLA Handbook (7^th Edition):

Howell, Emily. “CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT.” 2015. Web. 22 Jan 2021.

Vancouver:

Howell E. CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT. [Internet] [Doctoral dissertation]. Clemson University; 2015. [cited 2021 Jan 22]. Available from: https://tigerprints.clemson.edu/all_dissertations/1582.

Council of Science Editors:

Howell E. CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT. [Doctoral Dissertation]. Clemson University; 2015. Available from: https://tigerprints.clemson.edu/all_dissertations/1582

University of North Texas

19. Young, Whitney J. Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk".

Degree: 2017, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc984127/

► Current literacy assessments are focused on a single mode of meaning-making (reading and writing, whether oral or written) and assume that literacy and language are… (more)

Subjects/Keywords: Multimodality; At-risk; art; literacy; assessment

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APA (6^th Edition):

Young, W. J. (2017). Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk". (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984127/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Young, Whitney J. “Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk".” 2017. Thesis, University of North Texas. Accessed January 22, 2021. https://digital.library.unt.edu/ark:/67531/metadc984127/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Young, Whitney J. “Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk".” 2017. Web. 22 Jan 2021.

Vancouver:

Young WJ. Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk". [Internet] [Thesis]. University of North Texas; 2017. [cited 2021 Jan 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984127/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Young WJ. Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk". [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984127/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Aljubouri, Atheer. Representation of Iraqis in Hollywood Iraq war films : a multimodal critical discourse study.

Degree: PhD, 2020, Bangor University

URL: https://research.bangor.ac.uk/portal/en/theses/representation-of-iraqis-in-hollywood-iraq-war-films-a-multimodal-critical-discourse-study(6c4c0470-9056-4b72-a342-dc624be3e96a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.809691

► In the wake of the 9-11 terrorists' attacks in New York City in 2003, Iraq has been referred to as the main supporter of those… (more)

▼ In the wake of the 9-11 terrorists' attacks in New York City in 2003, Iraq has been referred to as the main supporter of those 'villains' who committed the atrocity. It is the US media that took part in demonising Iraq through a great deal of misconception and misrepresentation (Chomsky, 2003). Accordingly, the 2003 Gulf War was launched against Iraq to topple Saddam Hussein, America's major menace at that time, to help the helpless persecuted Iraqis, the very people who underwent some 13-year-old devastating economic sanctions (Resolution 1483 -UN Security Council). In order to tackle this misconception of facts and misrepresentation of Iraq and Iraqis, which we find notoriously unfair, this study is going to provide some insight into showing how the state of affairs can be institutionally distorted in order to affect the audiences' views through the medium of films. By focusing on written texts, Critical Discourse studies have not paid sufficient attention to textual Multimodality and left it almost unattended. This study will attempt to underline the Iraq War films as Multimodal analysable data. Succeeding its Vietnam predecessor, the Iraq War Films have become a distinctive genre used by Hollywood, the California-based giant film maker. From 1996-2014, Hollywood has produced about fifteen films on the Gulf wars that befell Iraq in 1991 (Operation Desert Storm) and 2003 (Operation Iraqi Freedom). The series of films started with Edward Zwick’s Courage Under Fire (1996) and ended, to the time of launching this study, with Clint Eastwood’s American Sniper (2014). The present study has only chosen three films to be analysed by adopting a Multimodal Critical Discourse Analysis framework. This Multimodal analysis will provide a relatively comprehensive toolkit to tackle the many semiotic resources films build upon in order to support their story line. In addition to exploring the various filmic semiotic resources, the multimodal type of analysis used in this study will have a critical nature to probe how the Iraqi identity is represented in the milieu of the selected films, taking into consideration that critical discourse studies have understudied the concept of identity and ideology in films. Moreover, this framework is going to employ a cognitive approach in analysing different scenes excerpted from the selected films. The interdisciplinary cognitive quality the adopted framework enjoys will definitely enhance the critical nature of the study per se.

Subjects/Keywords: identity; representation; critical discourse analysis; multimodality; film

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Aljubouri, A. (2020). Representation of Iraqis in Hollywood Iraq war films : a multimodal critical discourse study. (Doctoral Dissertation). Bangor University. Retrieved from https://research.bangor.ac.uk/portal/en/theses/representation-of-iraqis-in-hollywood-iraq-war-films-a-multimodal-critical-discourse-study(6c4c0470-9056-4b72-a342-dc624be3e96a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.809691

Chicago Manual of Style (16^th Edition):

Aljubouri, Atheer. “Representation of Iraqis in Hollywood Iraq war films : a multimodal critical discourse study.” 2020. Doctoral Dissertation, Bangor University. Accessed January 22, 2021. https://research.bangor.ac.uk/portal/en/theses/representation-of-iraqis-in-hollywood-iraq-war-films-a-multimodal-critical-discourse-study(6c4c0470-9056-4b72-a342-dc624be3e96a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.809691.

MLA Handbook (7^th Edition):

Aljubouri, Atheer. “Representation of Iraqis in Hollywood Iraq war films : a multimodal critical discourse study.” 2020. Web. 22 Jan 2021.

Vancouver:

Aljubouri A. Representation of Iraqis in Hollywood Iraq war films : a multimodal critical discourse study. [Internet] [Doctoral dissertation]. Bangor University; 2020. [cited 2021 Jan 22]. Available from: https://research.bangor.ac.uk/portal/en/theses/representation-of-iraqis-in-hollywood-iraq-war-films-a-multimodal-critical-discourse-study(6c4c0470-9056-4b72-a342-dc624be3e96a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.809691.

Council of Science Editors:

Aljubouri A. Representation of Iraqis in Hollywood Iraq war films : a multimodal critical discourse study. [Doctoral Dissertation]. Bangor University; 2020. Available from: https://research.bangor.ac.uk/portal/en/theses/representation-of-iraqis-in-hollywood-iraq-war-films-a-multimodal-critical-discourse-study(6c4c0470-9056-4b72-a342-dc624be3e96a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.809691

University of Oregon

21. Kim, Hyun Ji. Politeness and Multimodality in Korean and Japanese.

Degree: PhD, Department of East Asian Languages and Literatures, 2020, University of Oregon

URL: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25591

► This dissertation work aims to explore multimodal strategies of politeness in Korean and Japanese by investigating 7 hours of spoken and visual data produced by… (more)

▼ This dissertation work aims to explore multimodal strategies of politeness in Korean and Japanese by investigating 7 hours of spoken and visual data produced by Korean and Japanese speakers. The analysis particularly deals with ways of controlling density of lexical information, use of kinetic cues and manipulation of gestural space in deferential and non-deferential situations. To begin, the first study examines how speech in interactions with a status-superior and a status-equal differ in the quantity of honorific lexemes, honorific sentence-ending particles, formal case-marking particles, mimetics, Chinese-origin words, pronouns, fillers and backchannels. Statistical tests revealed that use of honorifics and other lexical items that are related to formality and politeness increase in deferential situations. On the other hands, the general quantity of lexical information given to the addressee did not significantly differ in deferential and non-deferential situations. Second, in the study on kinetic cues of politeness, it was found that deference and intimacy can be embedded by manipulating multiple types of nonverbal behavior involving manual gesture, head movements (nodding and shaking), erect body posture, eye contact and self-touch by looking at the frequency in formal and informal situations. In general, both native speakers of Korean and Japanese more actively and animatedly moved their bodies in intimate situations compared to deferential situations. An additional analysis further revealed that Korean and Japanese speakers use smaller gestural space to produce manual gestures when interacting with a superior than when interacting with a friend. In conclusion, this study contributes to developing methodological approaches of research on politeness by demonstrating that politeness-related verbal and nonverbal behaviors can be quantitatively examined. Furthermore, the statistical results indicating particular verbal and nonverbal patterns of (im)politeness support the perspective that politeness is a social practice of members of a community that share similar moral orders. Lastly, the findings that show how (im)politeness is complicatedly expressed in verbal and nonverbal ways can also have significant educational implications in that this research has brought to the forefront the issues in classes of Korean and Japanese where the focus of (im)politeness instruction has been placed mainly on honorifics rather than the true multimodality of (im)politeness. Advisors/Committee Members: Brown, Lucien (advisor).

Subjects/Keywords: Japanese Linguistics; Korean Linguistics; Multimodality; Politeness; Sociopragmatics

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APA (6^th Edition):

Kim, H. J. (2020). Politeness and Multimodality in Korean and Japanese. (Doctoral Dissertation). University of Oregon. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25591

Chicago Manual of Style (16^th Edition):

Kim, Hyun Ji. “Politeness and Multimodality in Korean and Japanese.” 2020. Doctoral Dissertation, University of Oregon. Accessed January 22, 2021. https://scholarsbank.uoregon.edu/xmlui/handle/1794/25591.

MLA Handbook (7^th Edition):

Kim, Hyun Ji. “Politeness and Multimodality in Korean and Japanese.” 2020. Web. 22 Jan 2021.

Vancouver:

Kim HJ. Politeness and Multimodality in Korean and Japanese. [Internet] [Doctoral dissertation]. University of Oregon; 2020. [cited 2021 Jan 22]. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25591.

Council of Science Editors:

Kim HJ. Politeness and Multimodality in Korean and Japanese. [Doctoral Dissertation]. University of Oregon; 2020. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25591

NSYSU

22. Lai, Yu-Lin. A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality.

Degree: Master, Foreign Language and Literature, 2013, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917

► ABSTRACT The study aimed to investigate how young EFL (English as a Foreign Language) learners engaged in the creation of digital stories and how they… (more)

▼ ABSTRACT The study aimed to investigate how young EFL (English as a Foreign Language) learners engaged in the creation of digital stories and how they articulated meanings through with diverse semiotic resources. There were three focuses in the current study: 1) Processes of approaching multimodal text; 2) Role of writersâ perceptions of genre and authorship in design processes; 3) Meaning delivery in multimodal text. The study adopted a case study method focusing on 3 focal participants who were young EFL learners. Data including personal information survey, individual interviews, video-recording observations and analysis of digital stories, were derived from different sources for triangulation. Inductive thematic analysis and constant comparative method were employed to analyze the collected data. Social semiotic theory of multimodality (Kress, 2010) has been applied to examine young EFL learnersâ multimodal practices. Three major findings were reported in the current study: 1)The 3 focal participants approached modal ensembles through the use of different preliminary mode, and they accumulated modes either through bottom-up or top-down processes; 2) The three focal participantsâ perceptions of genre and authorship play a crucial role in their use and selection of modes; 3) The 3 focal participants relied either on linguistic or non-linguistic signs in delivering core messages, and there were different role of nonlinguistic signs in meaning articulation. Five discussion focuses were derived from the findings of the present paper: 1) Constructing English digital stories as reflective and strategic designers; 2) Perceptions of genre and authorship in multimodal composing ; 3) Reliance on English written text as sign; 4)Agentive meaning-makers in transduction; 5) Enhancing readability in multimodal text. To enhance multimodal practices through digital story composition, three pedagogical implications were suggested: 1) Young EFL learners should be encouraged to adopt as many semiotic resources as possible while composing multimodal text; 2)Young EFL learners should be informed about the importance of motivated signs; 3) Young EFL learners should be given enough freedom to choose the topics of their digital stories. Advisors/Committee Members: Hsiu-Ting Hung (chair), Mei-Ya Liang (chair), Yu-Feng Yang (committee member).

Subjects/Keywords: digital storytelling; multimodality; new literacies; English learning; multimodal composing

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APA (6^th Edition):

Lai, Y. (2013). A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lai, Yu-Lin. “A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality.” 2013. Thesis, NSYSU. Accessed January 22, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lai, Yu-Lin. “A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality.” 2013. Web. 22 Jan 2021.

Vancouver:

Lai Y. A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality. [Internet] [Thesis]. NSYSU; 2013. [cited 2021 Jan 22]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lai Y. A Case Study of Young EFL Learnersâ Construction of Digital Stories: Social Semiotic Theory of Multimodality. [Thesis]. NSYSU; 2013. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0801113-230917

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Eneida Martins de Oliveira. A produção textual em comunicação social: uma proposta multimodal.

Degree: 2009, Universidade Federal da Paraíba

URL: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2181 ; http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2183

►

Nesta pesquisa propomo-nos a trabalhar o letramento multimodal em gêneros midiáticos numa proposta didática de leitura e produção textual com alunos dos Cursos de Graduação… (more)

▼

Nesta pesquisa propomo-nos a trabalhar o letramento multimodal em gêneros midiáticos numa proposta didática de leitura e produção textual com alunos dos Cursos de Graduação em Comunicação Social, cujos objetivos são: 1)desenvolver práticas de letramento multimodal, na produção textual,com os alunos do curso de graduação em Comunicação Social (jornalismo e radialismo); 2) construir com os alunos a noção de multimodalidade nos gêneros midiáticos (notícia, crônicas, e demais matérias jornalísticas, etc...); 3) desenvolver práticas de leitura e escrita significativa de textos multimodais em sala de aula, com base na proposta de Schneuwly e Dolz (2004); 4) avaliar esse processo de letramento multimodal, a partir das práticas de leitura e escrita desenvolvidas ao longo da pesquisa e dos textos produzidos pelos alunos. Exploramos o processo de produção textual, com alunos do curso mencionado, promovendo assim o letramento multimodal do produtor de texto, a partir de um trabalho com seqüências didáticas, conforme proposta por Schnewly &Dolz (2004). A fundamentação teórica explora o letramento e a multimodalidade, como base em autores tais como MARCUSCHI (2005), SOARES ( 2004), KLEIMAN (1995/2005); KRESS e van LEEUWEN (1996), DIONÍSIO (2005), VIEIRA (2007), ALMEIDA (2008). Na metodologia apresentamos a proposta de SCHNEWLY &DOLZ (2004), tecemos considerações sobre gêneros textuais, baseados em MARCUSCHI (2005), KLEIMANN (1995/2005) e descrevemos todo o processo de produção textual. A análise dos textos produzidos pelos 16 alunos selecionados mostra que esses textos, elaborados conforme a seqüência didática proposta, apresentaram peculiaridades no processo de elaboração, como a resistência dos alunos na reescrita, o que demonstra ser esta uma prática marginal à história de letramento dos sujeitos autores. Os textos analisados atenderam ao gênero textual escolhido pelo produtor, aos fatores de textualidade, pois são coesos, coerentes, evidenciam as marcas de autoria, em alguns deles vemos intertextualidade com outros textos conhecido. Com respeito à multimodalidade, os textos mostram o grau de letramento dos produtores na sua construção, adequados às funções da linguagem e aos princípios de composição propostos por KRESS &van LEEUWEN (1996) e adotados para esta análise. Nas considerações finais destacamos a contribuição da teoria e sua adequação à produção do texto multimodal, assim como aquilo que na teoria não se adequa nem se aplica a essa produção, como por exemplo, as questões relativas o valor informativo da esquerda e da direita, o dado e o novo, centro e margens, a importância das cores, apontando para possíveis mudanças que venham a contribuir para o processo de produção do texto multimodal no ensino superior.

The purpose of this research is to investigate multimodal literacy in media genres considering a didactic proposal to reading and text production with students from Undergraduate Social Communication Course. The targets are: 1) To develop practices of multimodal literacy through textual production with…

Advisors/Committee Members: Marianne Carvalho Bezerra Cavalcante.

Subjects/Keywords: produção textual; multimodalidade; seqüência didática; LINGUISTICA; multimodality; didactic sequences; textual production

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APA (6^th Edition):

Oliveira, E. M. d. (2009). A produção textual em comunicação social: uma proposta multimodal. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2181 ; http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Oliveira, Eneida Martins de. “A produção textual em comunicação social: uma proposta multimodal.” 2009. Thesis, Universidade Federal da Paraíba. Accessed January 22, 2021. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2181 ; http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Oliveira, Eneida Martins de. “A produção textual em comunicação social: uma proposta multimodal.” 2009. Web. 22 Jan 2021.

Vancouver:

Oliveira EMd. A produção textual em comunicação social: uma proposta multimodal. [Internet] [Thesis]. Universidade Federal da Paraíba; 2009. [cited 2021 Jan 22]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2181 ; http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oliveira EMd. A produção textual em comunicação social: uma proposta multimodal. [Thesis]. Universidade Federal da Paraíba; 2009. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2181 ; http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

UCLA

24. Lavagnino, Claire Genevieve. Women's Voices in Italian Postcolonial Literature from the Horn of Africa.

Degree: Italian, 2013, UCLA

URL: http://www.escholarship.org/uc/item/1bm0v5tv

► This dissertation analyzes works by two African Italian women writers of Somali descent, Ubax Cristina Ali Farah and Igiaba Scego, with a particular focus on… (more)

Subjects/Keywords: Modern literature; Romance literature; Modern language; diaspora; Italian; multimodality; postcolonial; Somali

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APA (6^th Edition):

Lavagnino, C. G. (2013). Women's Voices in Italian Postcolonial Literature from the Horn of Africa. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1bm0v5tv

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lavagnino, Claire Genevieve. “Women's Voices in Italian Postcolonial Literature from the Horn of Africa.” 2013. Thesis, UCLA. Accessed January 22, 2021. http://www.escholarship.org/uc/item/1bm0v5tv.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lavagnino, Claire Genevieve. “Women's Voices in Italian Postcolonial Literature from the Horn of Africa.” 2013. Web. 22 Jan 2021.

Vancouver:

Lavagnino CG. Women's Voices in Italian Postcolonial Literature from the Horn of Africa. [Internet] [Thesis]. UCLA; 2013. [cited 2021 Jan 22]. Available from: http://www.escholarship.org/uc/item/1bm0v5tv.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lavagnino CG. Women's Voices in Italian Postcolonial Literature from the Horn of Africa. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/1bm0v5tv

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California – Berkeley

25. Park-Doob, Mischa Alan. Gesturing Through Time: Holds and Intermodal Timing in the Stream of Speech.

Degree: Linguistics, 2010, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/12f968ck

► Most previous work examining co-speech gestures (the spontaneous bodily movements and configurations we engage in during speaking) has emphasized the importance of their most salient… (more)

▼ Most previous work examining co-speech gestures (the spontaneous bodily movements and configurations we engage in during speaking) has emphasized the importance of their most salient or energetically expressive moments, known as gesture 'strokes' (Kendon 1980). In contrast, in this dissertation I explore the potential functions of intervals of gestural stasis, or gesture 'holds', in which the hands or body maintain particular configurations across variable spans of time, interwoven with the stream of speech. Through the embodiment of a constant form within continuously evolving face-to-face interactions, holds make possible a unique and understudied array of functions relating to the maintenance of ideas and contexts across time. Chapter 1 introduces the corpus of videotaped dyadic conversations from which all of the examples are drawn, discusses the history of the concepts of 'stroke' and 'hold', and illustrates the structural possibilities for the timing of holds with respect to co-expressive speech: they bear content that is not just simultaneous with, but also 'retrospective' and/or 'prospective' of, portions of the full composite utterances in which they occur. Chapter 2 illustrates that holds lasting across pauses and disfluencies support continued expressiveness and interpretability, alternately presaging new content that will also be part of a fluent resumption, or maintaining retrospective links to prior content that can contextualize the resumption. Chapter 3 discusses the frequent expressive complementarity of co-timed speech and gesture, as it relates to the debate on speech-gesture synchrony, and further demonstrates that preliminary commitments to utterances are often partially fulfilled from the earliest moments because of gestural cues that are interpretable at all points of their lifecycles, including preparatory phases. Chapter 4 discusses the implications for attention and memory of gesture holds acting as temporary cognitive artifacts, forming 'bridges' across interruptions and competing representations by interlocutors, thereby functioning retrospectively as 'recall cues' to previous moments of the interaction. Chapter 5 focuses on instances of gesture holds combined with listener-directed gaze that are maintained across turn transitions, then released, allowing speakers to 'hand off' control while enforcing a context for the next turn. Chapter 6 synthesizes the preceding chapters and suggests directions for future research.

Subjects/Keywords: Sociolinguistics; Language, Linguistics; Cognitive Psychology; embodiment; gesture; hold; interaction; language; multimodality

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Park-Doob, M. A. (2010). Gesturing Through Time: Holds and Intermodal Timing in the Stream of Speech. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/12f968ck

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Park-Doob, Mischa Alan. “Gesturing Through Time: Holds and Intermodal Timing in the Stream of Speech.” 2010. Thesis, University of California – Berkeley. Accessed January 22, 2021. http://www.escholarship.org/uc/item/12f968ck.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Park-Doob, Mischa Alan. “Gesturing Through Time: Holds and Intermodal Timing in the Stream of Speech.” 2010. Web. 22 Jan 2021.

Vancouver:

Park-Doob MA. Gesturing Through Time: Holds and Intermodal Timing in the Stream of Speech. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2021 Jan 22]. Available from: http://www.escholarship.org/uc/item/12f968ck.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Park-Doob MA. Gesturing Through Time: Holds and Intermodal Timing in the Stream of Speech. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/12f968ck

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

UCLA

26. Norrmann-Vigil, Ingrid Heidi. Women’s narratives of pregnancy loss: Discursive and multimodal manifestations of the involvement of the self, the interviewer, medical personnel, and YouTube viewers in the interactive organization of loss experience and its recollection.

Degree: Applied Linguistics, 2016, UCLA

URL: http://www.escholarship.org/uc/item/3dq707p3

► Approximately one in four pregnancies are lost; yet, most women are not aware of this high incidence rate until they face a miscarriage or a… (more)

▼ Approximately one in four pregnancies are lost; yet, most women are not aware of this high incidence rate until they face a miscarriage or a stillbirth. This research studies 43 narratives collected from interviews and 40 video blogs compiled from YouTube, focusing on the discursive and multimodal manifestations of the involvement of four different actors that play a significant role in shaping the pregnancy loss experience and its recollection. I first explore the role of the self in the loss experience and analyze how, as a means to understand the loss, women attribute blame and responsibility to themselves by discursively detaching their selves from their bodies. Furthermore, I examine how they reconstruct their identities as women and mothers as part of their sense-making process. The second actor that plays a significant role in the women’s recollection of their experiences is the interviewer, as a peer who also endured pregnancy losses. This peer-relationship formed during the interviews often leads to the co-narration of the loss, facilitated through the interaction of non-verbal semiotic resources and the embodiment of the most traumatic moments in the stories. Medical personnel are the third actors analyzed, as they bring the news of the demise to the women and significantly impact their experience and emotional recovery. Studying the direct and indirect reported speech of these interactions elucidates how these two forms are used in combination with other semiotic resources to embed layers of emotional and epistemic stances onto the discourse and to display dissatisfaction with medical personnel. Finally, a pregnancy (loss) community has emerged in the last few years on YouTube, fostering vloggers’ and viewers’ interactions as members of a community of experience. By exploring the content and the semiotic resources present in the vlogs, I unveil how vloggers establish and maintain a connection with the viewers and how this online community is created and expanded. With this research, I seek to open up a dialogue centered on pregnancy loss as an undesirable but natural part of life. My aim, ultimately, is to change how our society receives the news of an unborn’s demise, how medical personnel communicate with the grieving parents, and how mothers grief and overcome the pain of such loss.

Subjects/Keywords: Linguistics; community of experience; discourse analysis; empathy; intersubjectivity; multimodality; online communities

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Norrmann-Vigil, I. H. (2016). Women’s narratives of pregnancy loss: Discursive and multimodal manifestations of the involvement of the self, the interviewer, medical personnel, and YouTube viewers in the interactive organization of loss experience and its recollection. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3dq707p3

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Norrmann-Vigil, Ingrid Heidi. “Women’s narratives of pregnancy loss: Discursive and multimodal manifestations of the involvement of the self, the interviewer, medical personnel, and YouTube viewers in the interactive organization of loss experience and its recollection.” 2016. Thesis, UCLA. Accessed January 22, 2021. http://www.escholarship.org/uc/item/3dq707p3.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Norrmann-Vigil, Ingrid Heidi. “Women’s narratives of pregnancy loss: Discursive and multimodal manifestations of the involvement of the self, the interviewer, medical personnel, and YouTube viewers in the interactive organization of loss experience and its recollection.” 2016. Web. 22 Jan 2021.

Vancouver:

Norrmann-Vigil IH. Women’s narratives of pregnancy loss: Discursive and multimodal manifestations of the involvement of the self, the interviewer, medical personnel, and YouTube viewers in the interactive organization of loss experience and its recollection. [Internet] [Thesis]. UCLA; 2016. [cited 2021 Jan 22]. Available from: http://www.escholarship.org/uc/item/3dq707p3.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Norrmann-Vigil IH. Women’s narratives of pregnancy loss: Discursive and multimodal manifestations of the involvement of the self, the interviewer, medical personnel, and YouTube viewers in the interactive organization of loss experience and its recollection. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/3dq707p3

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Rochester

27. French, Martha M. A show of hands : the local meanings and multimodal resources of hip hop designed, performed, and posted to YouTube by deaf rappers.

Degree: PhD, 2017, University of Rochester

URL: http://hdl.handle.net/1802/31856

► This dissertation study explores the meanings and multimodal resources represented in videoed performances of hip hop performed by Deaf rappers and posted on YouTube. The… (more)

▼ This dissertation study explores the meanings and multimodal resources represented in videoed performances of hip hop performed by Deaf rappers and posted on YouTube. The participants, four adult males, rap in American Sign Language (ASL), which is viewed as but one of many semiotic resources used in the construction of their performances. The impetus for the study stems from the researcher’s ties to language education for Deaf students and a concern for the insufficient progress on the part of Deaf people to realize their visions for greater recognition as a language minority and associated language rights. These language rights are identified as goals for human rights by the World Federation of the Deaf and include the use of sign languages in all aspects of life, including bilingual education for Deaf children. The study explores established theories of sociolinguistics as one possible cause for this lack of progress and discusses an emerging sociolinguistics of globalization as an alternative. These discussions are further illustrated with literature on established and potential policies and practices in the language education of Deaf students. The study of hip hop, a global phenomenon, fits well with the global sociolinguistic goal for this study of language, culture, and identity. Online ethnography, supported with the analytic frameworks of grounded theory and multimodal discourse analysis, also fits the study. An emic approach was sustained with interviews to discuss participants’ intent with videos that they recommended for the study. Broadly speaking there are three major findings: 1) the videos function as utterances of resistance in response to larger society’s messages of their identity as disabled; 2) they also include displays of the rappers’ personal narratives; and 3) the meanings of the messages in the videos are supported by multiple modalities. Implications of these findings include a discussion of potential applications of the study to the language education of Deaf students at a theoretical level.

Subjects/Keywords: Sociolinguistics; Globalization; Multimodality; YouTube; Deaf; Hip Hop; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

French, M. M. (2017). A show of hands : the local meanings and multimodal resources of hip hop designed, performed, and posted to YouTube by deaf rappers. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/31856

Chicago Manual of Style (16^th Edition):

French, Martha M. “A show of hands : the local meanings and multimodal resources of hip hop designed, performed, and posted to YouTube by deaf rappers.” 2017. Doctoral Dissertation, University of Rochester. Accessed January 22, 2021. http://hdl.handle.net/1802/31856.

MLA Handbook (7^th Edition):

French, Martha M. “A show of hands : the local meanings and multimodal resources of hip hop designed, performed, and posted to YouTube by deaf rappers.” 2017. Web. 22 Jan 2021.

Vancouver:

French MM. A show of hands : the local meanings and multimodal resources of hip hop designed, performed, and posted to YouTube by deaf rappers. [Internet] [Doctoral dissertation]. University of Rochester; 2017. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1802/31856.

Council of Science Editors:

French MM. A show of hands : the local meanings and multimodal resources of hip hop designed, performed, and posted to YouTube by deaf rappers. [Doctoral Dissertation]. University of Rochester; 2017. Available from: http://hdl.handle.net/1802/31856

University of Utah

28. Omerbasic, Delila. Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand.

Degree: PhD, Education, Culture & Society, 2015, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3899/rec/2789

► Grounded in a critical sociocultural theory of literacy that draws on elements of postcolonial feminism, postmodern geography, and cultural studies, this dissertation focuses on language… (more)

Subjects/Keywords: Community-based learning; Gender; Identity; Literacy; Multimodality; Refugee education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Omerbasic, D. (2015). Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3899/rec/2789

Chicago Manual of Style (16^th Edition):

Omerbasic, Delila. “Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand.” 2015. Doctoral Dissertation, University of Utah. Accessed January 22, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3899/rec/2789.

MLA Handbook (7^th Edition):

Omerbasic, Delila. “Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand.” 2015. Web. 22 Jan 2021.

Vancouver:

Omerbasic D. Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand. [Internet] [Doctoral dissertation]. University of Utah; 2015. [cited 2021 Jan 22]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3899/rec/2789.

Council of Science Editors:

Omerbasic D. Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand. [Doctoral Dissertation]. University of Utah; 2015. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3899/rec/2789

29. Martins, Jean Paulo. Análise da aprendizagem de ligações em otimização evolutiva.

Degree: PhD, Ciências de Computação e Matemática Computacional, 2015, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/55/55134/tde-14092015-140718/ ;

►

A suposta ubiquidade de sistemas decomponíveis foi interpretada por Holland (1975) como o principal motivo para o desempenho dos algoritmos genéticos (Genetic Algorithms (GAs)). A… (more)

▼

A suposta ubiquidade de sistemas decomponíveis foi interpretada por Holland (1975) como o principal motivo para o desempenho dos algoritmos genéticos (Genetic Algorithms (GAs)). A hipótese de Building Blocks (BBs) sugere que algoritmos genéticos mais eficientes poderiam ser implementados, contudo, apenas anos depois essas ideias puderam ser avaliadas experimentalmente no contexto de algoritmos de estimação de distribuição (Estimation of Distribution Algorithms (EDAs)). EDAs utilizam modelos probabilísticos, estimados a partir da população, para inferir características do espaço de busca que poderiam ser utilizadas para implementar operadores de reprodução mais eficazes. Tanto em problemas mono- quanto multi-objetivo, EDAs emergiram sob a premissa de que a eficácia dos operadores de reprodução seria proporcional à representatividade dos modelos probabilísticos utilizados. No entanto, estudos recentes tem demonstrado que a dificuldade em se construir modelos confiáveis pode tornar essa premissa inviável. Ou seja, para certos problemas de otimização os modelos probabilísticos utilizados seriam, em geral, de baixa qualidade e, portanto, não produziriam operadores eficazes. Esta tese trata das limitações encontradas na construção de modelos probabilísticos (linkage learning) sob a perspectiva da multimodalidade dos problemas em questão. A análise teórica considerou problemas aditivamente separáveis, enquanto a generalização das conclusões foi investigada em instâncias do modelo NK-landscapes e do problema da mochila multidimensional (Multidimensional Knapsack Problem (MKP)). Os resultados indicaram que a acurácia dos modelos probabilísticos é se relaciona inversamente ao grau de multimodalidade da função objetivo e que, em casos de extrema multimodalidade a construção de modelos probabilísticos confiáveis pode ser tornar infactível. Este resultado poderia inviabilizar o uso de EDAs no contexto multiobjetivo, devido a intrínseca multimodalidade de tais problemas. No entanto, observou-se que apesar da ausência de estatísticas confiáveis sobre cada uma das funções objetivo, a correlação entre elas se torna estatisticamente observável e útil aos operadores de reprodução na manutenção da diversidade e controle convergência da população.

The supposed ubiquity of nearly-decomposable systems was interpreted by Holland (1975) as the rationale for the performance of Genetic Algorithms (GAs), the Building Block (BB) hypothesis. His seminal studies suggest more efficient GAs as viable, but only later on his ideas have become practically tangible in the context of Estimation of Distribution Algorithms (EDAs). EDAs employ probabilistic modeling so as to infer properties of the search space (BBs) that could be useful for the effectiveness of reproduction operators. In both, single- and multi-objective contexts, EDAs have emerged on the assumption there is a correlation between how much information a model can conceive and how effective reproduction operators can be. However, more recent results suggest the difficulties in producing…

Advisors/Committee Members: Delbem, Alexandre Cláudio Botazzo.

Subjects/Keywords: Aprendizagem de ligações; EDAs; EDAs; Linkage-learning; MOEDAs; MOEDAs; Multimodalidade; Multimodality

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Martins, J. P. (2015). Análise da aprendizagem de ligações em otimização evolutiva. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/55/55134/tde-14092015-140718/ ;

Chicago Manual of Style (16^th Edition):

Martins, Jean Paulo. “Análise da aprendizagem de ligações em otimização evolutiva.” 2015. Doctoral Dissertation, University of São Paulo. Accessed January 22, 2021. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-14092015-140718/ ;.

MLA Handbook (7^th Edition):

Martins, Jean Paulo. “Análise da aprendizagem de ligações em otimização evolutiva.” 2015. Web. 22 Jan 2021.

Vancouver:

Martins JP. Análise da aprendizagem de ligações em otimização evolutiva. [Internet] [Doctoral dissertation]. University of São Paulo; 2015. [cited 2021 Jan 22]. Available from: http://www.teses.usp.br/teses/disponiveis/55/55134/tde-14092015-140718/ ;.

Council of Science Editors:

Martins JP. Análise da aprendizagem de ligações em otimização evolutiva. [Doctoral Dissertation]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/55/55134/tde-14092015-140718/ ;

30. Thiago, Elisa Maria Costa Pereira de S. O texto multimodal de autoria indígena: narrativa linear e interculturalidade.

Degree: PhD, Estudos Lingüísticos e Literários em Inglês, 2007, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-06112007-104330/ ;

►

Dentro de uma abordagem pós-colonial acoplada a um embasamento teórico propiciado pela perspectiva da experiência e guiada por uma metodologia pautada pela Análise do Discurso,… (more)

▼

Dentro de uma abordagem pós-colonial acoplada a um embasamento teórico propiciado pela perspectiva da experiência e guiada por uma metodologia pautada pela Análise do Discurso, investiga-se criticamente o texto multimodal de autoria indígena. Para isso, adotase o conceito de interculturalidade e reconhece-se transculturação na forma de tradução cultural e hibridismo que ocorre no ëspaço intersticiald̈a escola para índios no qual o texto multimodal de autoria indígena está inserido, com o intuito de desbancar a \"diferença colonial\". Parte-se do pressuposto de que narrativa é local privilegiado do conhecimento de um grupo social. A narrativa indígena vertida em escrita alfabética é estudada com o intuito de chegar-se a uma apreciação da temporalidade - tempo e espaço - que anima os construtos culturais desse grupo social. Surge, a partir da leitura crítica de narrativas indígenas, a evidência da centralidade que a experiência do corpo inserido em lugar (place) ocupa na episteme indígena. Lugar desbanca a soberania linear de tempo e espaço e implica processos complexos, não-lineares. Em posse de um entendimento dessa lugaridade, o passo seguinte é realizar uma análise crítica do texto multimodal - composto de texto alfabético e texto visual - tendo em vista a dinâmica intercultural encenada no encontro da oralidade com a escrita sobre a superfície do papel. Conclui-se que a cisão tempo-espaço e a cisão oral-escrita, firmemente imbricadas no senso comum que orienta as ações voltadas para o letramento indígena, tendem a uma eliminação da diferença e conseqüente homogeneização do discurso cultural, na contramão, portanto, do objetivo de preservação da cultura indígena tão propalado pelos atores envolvidos com a educação escolar indígena no Brasil.

Within a post-colonial approach associated to a theoretical support found in a phenomenological perspective and guided by a methodology based on Discourse Analysis, the indigenous multimodal text, a by-product of the intercultural dynamic found in the \"contact zoneöf the indigenous school, is here critically investigated in view of the concepts of cultural translation, hibridity and colonial difference. The assumption is that narrative is a privileged local of the knowledge of a social group. The indigenous narrative, translated into alphabetic writing, is studied with the aim of appreciating the temporality - time and space - that animates that social group\'s cultural constructs. From a critical reading of indigenous narratives rises the evidence of the centrality that the experience of the body inserted in place holds for the indigenous episteme. Place dislocates the linear overpowering of time over space and implicates complex, non-linear processes. Once an understanding of place as the organizing centre of indigenous narratives is achieved, the next stage is to carry out a critical interpretation of the multimodal text - compounded by alphabetic text side by side with visual text - from the perspective of the intercultural dynamic as it is played out in the…

Advisors/Committee Members: Souza, Lynn Mario Trindade Menezes de.

Subjects/Keywords: Interculturalidade; Interculturality; Lugar; Multimodalidade; Multimodality; Narrativa; Narrative; Place

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Thiago, E. M. C. P. d. S. (2007). O texto multimodal de autoria indígena: narrativa linear e interculturalidade. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8147/tde-06112007-104330/ ;

Chicago Manual of Style (16^th Edition):

Thiago, Elisa Maria Costa Pereira de S. “O texto multimodal de autoria indígena: narrativa linear e interculturalidade.” 2007. Doctoral Dissertation, University of São Paulo. Accessed January 22, 2021. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-06112007-104330/ ;.

MLA Handbook (7^th Edition):

Thiago, Elisa Maria Costa Pereira de S. “O texto multimodal de autoria indígena: narrativa linear e interculturalidade.” 2007. Web. 22 Jan 2021.

Vancouver:

Thiago EMCPdS. O texto multimodal de autoria indígena: narrativa linear e interculturalidade. [Internet] [Doctoral dissertation]. University of São Paulo; 2007. [cited 2021 Jan 22]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-06112007-104330/ ;.

Council of Science Editors:

Thiago EMCPdS. O texto multimodal de autoria indígena: narrativa linear e interculturalidade. [Doctoral Dissertation]. University of São Paulo; 2007. Available from: http://www.teses.usp.br/teses/disponiveis/8/8147/tde-06112007-104330/ ;

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