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Title	Walking the walk of multiliteracies
Creator	Meredith, Kimberly
Contributor	University of British Columbia. Centre for Cross-Faculty Inquiry in Education University of British Columbia. Faculty of Education
Date Issued	2011-04
Description	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. [The Explorations & Education Conference is the collaborative effort of graduate student representatives from the Graduate Student Council for the Faculty of Education, the Department of Educational Studies and the Department of Curriculum and Pedagogy. The goal is to "to create a safe space for the exchange of academic ideas and to create opportunities particularly for graduate students (at all levels of study) to present their ideas and research".]
Subject	multimodality multiliteracies conversation analysis gesture
Genre	Conference Paper
Type	Text
Language	eng
Series	University of British Columbia. Explorations and Education Conference
Date Available	2011-07-20
Provider	Vancouver : University of British Columbia Library
Rights	Attribution-NonCommercial-NoDerivatives 4.0 International
DOI	10.14288/1.0074584
URI	http://hdl.handle.net/2429/36210
Affiliation	Education, Faculty of Language and Literacy Education (LLED), Department of
Peer Review Status	Unreviewed
Scholarly Level	Graduate
Rights URI	http://creativecommons.org/licenses/by-nc-nd/4.0/
AggregatedSourceRepository	DSpace

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