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Walking the walk of multiliteracies

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dc.contributor.author Meredith, Kimberly
dc.date.accessioned 2011-07-20T22:53:08Z
dc.date.available 2011-07-20T22:53:08Z
dc.date.issued 2011-04
dc.identifier.uri http://hdl.handle.net/2429/36210
dc.description.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. en
dc.language.iso eng en
dc.relation.ispartofseries Explorations and Education Conference, held at the University of British Columbia, 1 April 2011 en
dc.subject multimodality, multiliteracies, conversation analysis, gesture en
dc.title Walking the walk of multiliteracies en
dc.type text en
dc.type.text conference Paper en
dc.description.affiliation Education, Faculty of en
dc.description.affiliation Language and Literacy Education (LLED), Dept of en
dc.description.reviewstatus Unreviewed en
dc.description.scholarlevel Graduate en


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