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Walking the walk of multiliteracies

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Title: Walking the walk of multiliteracies
Author: Meredith, Kimberly
Subject Keywords multimodality, multiliteracies, conversation analysis, gesture
Issue Date: 2011-04
Publicly Available in cIRcle 2011-07-20
Series/Report no. Explorations and Education Conference, held at the University of British Columbia, 1 April 2011
Abstract: [Conference Program Abstract] There is an increasing recognition that the linguistic mode is only part of the meaning-making process (Kress & van Leeuwen, 2001) and that multimodality warrants increased attention in pedagogical design (New London Group, 2000). However, analysis of the gestural mode still presents major methodological and analytical complexities. This paper points to the challenges and possibilities presented in multimodal research that attempts to validate and incorporate the gestural mode of embodied literacy. It draws on data from an ongoing case study that uses video-ethnographic methodology to explore the meaning-making processes of a young dancer and choreographer. The ongoing analysis uses a developing multimodal conversational analysis approach. Early findings underscore the pressing need to continue to work through the methodological and analytic challenges of validating the gestural mode as it has particular affordances and identity opportunities that our students are drawing upon as they read and write their world through movement.
Affiliation: Education, Faculty ofLanguage and Literacy Education (LLED), Dept of
URI: http://hdl.handle.net/2429/36210
Peer Review Status: Unreviewed
Scholarly Level: Graduate

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