Jeff Bezemer
I am Professor of Communication and Co-Director of the Centre for Multimodal Research at UCL Institute of Education, University College London.
My current research is focused on communication and teamwork in medical emergencies.
I studied Intercultural Communication at Tilburg University, Netherlands (MA, 1999; PhD, 2003) before settling in London where I have worked at Imperial College London, King’s College London and University College London.
My current research is focused on communication and teamwork in medical emergencies.
I studied Intercultural Communication at Tilburg University, Netherlands (MA, 1999; PhD, 2003) before settling in London where I have worked at Imperial College London, King’s College London and University College London.
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which is now often referred to as ‘Multimodality’ (MM). For general reviews of this field the reader is referred to recently published secondary literature (see further reading). This chapter explores synergies and differences between MM and Linguistic Ethnography (LE). Our aim is to suggest ways in which theoretical and analytical tools from MM have been and might be
brought to bear and enrich (linguistic-)ethnographic accounts of social life. We demonstrate how two types of materials frequently obtained during ethnographic field work –video recordings and printed paper- can be analyzed multimodally to advance understanding of meaning making and communication in the contemporary social world.
What, for instance, does ‘learning’ mean now that ‘education’ has escaped the walls of the school? What does ‘curriculum’ mean, when formalizations of what is to be learned are challenged by the now hugely diverse states and societies? What does ‘assessment’ mean when success in ‘learning what is to be learned’ is judged outside the traditional institutions and their metrics of power?
How are we to think about the resources we have for engagement with the material and social world, when the centrality of speech and writing is challenged everywhere, on countless occasions, in nearly all social domains? What, now, is the place of design, when everyday, banal communicational tasks are invariably complex and unpredictable, given the plurality of audience, platforms, modes and media?
Drawing on a decade of research across different social sites, ranging from homes and restaurants to schools and operating theatres, the authors draw attention to signs of learning and assessment, resources for communication, and semiotic traces of social change.
The book challenges widely held assumptions about language and presents the practical steps involved in setting up a multimodal study, including:
• formulating research questions
• collecting research materials
• assessing and developing methods of transcription
• considering the ethical dimensions of multimodal research.
With a wide range of examples, clear practical support and a glossary of terms, Introducing Multimodality is an ideal reference for undergraduate and postgraduate students in multimodality, semiotics, Applied Linguistics and media and communication studies. A self-study guide is also included, designed as an optional stand-alone resource or as the basis for a short course to help readers engage with the issues raised by the book.
which is now often referred to as ‘Multimodality’ (MM). For general reviews of this field the reader is referred to recently published secondary literature (see further reading). This chapter explores synergies and differences between MM and Linguistic Ethnography (LE). Our aim is to suggest ways in which theoretical and analytical tools from MM have been and might be
brought to bear and enrich (linguistic-)ethnographic accounts of social life. We demonstrate how two types of materials frequently obtained during ethnographic field work –video recordings and printed paper- can be analyzed multimodally to advance understanding of meaning making and communication in the contemporary social world.
What, for instance, does ‘learning’ mean now that ‘education’ has escaped the walls of the school? What does ‘curriculum’ mean, when formalizations of what is to be learned are challenged by the now hugely diverse states and societies? What does ‘assessment’ mean when success in ‘learning what is to be learned’ is judged outside the traditional institutions and their metrics of power?
How are we to think about the resources we have for engagement with the material and social world, when the centrality of speech and writing is challenged everywhere, on countless occasions, in nearly all social domains? What, now, is the place of design, when everyday, banal communicational tasks are invariably complex and unpredictable, given the plurality of audience, platforms, modes and media?
Drawing on a decade of research across different social sites, ranging from homes and restaurants to schools and operating theatres, the authors draw attention to signs of learning and assessment, resources for communication, and semiotic traces of social change.
The book challenges widely held assumptions about language and presents the practical steps involved in setting up a multimodal study, including:
• formulating research questions
• collecting research materials
• assessing and developing methods of transcription
• considering the ethical dimensions of multimodal research.
With a wide range of examples, clear practical support and a glossary of terms, Introducing Multimodality is an ideal reference for undergraduate and postgraduate students in multimodality, semiotics, Applied Linguistics and media and communication studies. A self-study guide is also included, designed as an optional stand-alone resource or as the basis for a short course to help readers engage with the issues raised by the book.