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Walking the walk of multiliteracies

University of British Columbia. Centre for Cross-Faculty Inquiry in Education; University of British Columbia. Faculty of Education

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".]

Conference Paper

eng

2011-07-20

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/36210

Unreviewed

http://creativecommons.org/licenses/by-nc-nd/4.0/