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Transcript of Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal...
![Page 1: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/1.jpg)
Mapping Modes in Children’s Play and Design:
An Action-oriented Approach to Critical Multimodal Analysis
A companion to Chapter 12 byKaren E. Wohlwend
From the companion website for Rogers, R. (2011). An Introduction to Critical Discourse Analysis in Education, 2nd edition. New York: Taylor and Francis at www.routledge.com/textbooks/9780415874298
![Page 2: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/2.jpg)
Aim of Presentation
To suggest ways of representing and focusing analytic attention on multimodal data, including video and artifacts.
To highlight how decisions about representation and transcription affect analysis.
![Page 3: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/3.jpg)
Multimodal Design
![Page 4: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/4.jpg)
Artifacts as Dense Realizations of Complex Processes:
Produced and Productive
Anchor prior meanings and uses
Anticipate trajectories and future uses
Invite a set of tactics (moves) (de Certeau, Foucault)
![Page 5: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/5.jpg)
Transcription: Putting Action/Context First
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A B C D E F G H I
10:39:33
Marshall returns to the table, sets the puppet on the table and using his index finger, smudges and blends the wet red marker, turning the tape a dull pink.
I'm just playing around. I'm just pre- I'm just play, playing around so, so I could draw SpongeBob.
Uh-huh. Tell me about--you put the tape part on. Tell me why you did that.
10:39:50
As I ask about the puppet, Marshall uses a red marker to color blank or lighter pieces of tape. He recaps the marker and Because, um, he's working.
He's wearing something for work?
10:39:54
Marshall begins peeling the tape off the puppet which leaves white spaces where reddish tape had been. Yeah.
(xxx) in the lunchroom today? To help in the lunchroom?
10:40:11
Marshall volunteers to help Janet set up the tables in the lunchroom. Other children chime in, "Can I go? Can I help?" I will! I'll go!
Get yourselves cleaned up and you can.
10:40:24
Marshall leaves the table to throw away a clump of tape. He returns and continues to peel off tape, holding the puppet down with his left hand while peeling with his right.
10:40:26An unknown child asks, "Why you ripping that off?"
10:40:37
Marshall is fascinated with the dramatic contrast produced by peeling away the bright red tape.
Because, so so I will want to know what it looks like. Who:::a.
Oo::h. I like that.
10:40:42 Marshall peels off an entire column of tape. I [xxx] go looking 'at good. Hey!
10:40:46
Shaking his finger, Marshall drops the crumpled tape onto the table. The lights go off, signalling cleanup time. Get here. Ack.
Transcript with action/context in first column (Ochs, 1999) to privilege action given left-to right reading.
![Page 6: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/6.jpg)
Frame by Frame Multimodal Analysis
A frame freezes a slice of time-space
Changes in spatial position produce (representation of) action
Films: linear text made up of a sequence of individual frames
![Page 7: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/7.jpg)
Making SpongeBob: Modes in Activity
Based on analyticapproach suggested by Norris (2004, p. 108).
![Page 8: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/8.jpg)
Handling Objects: Mediated Actions
![Page 9: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/9.jpg)
Cutting: Modal Intensity
![Page 10: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/10.jpg)
Layout of Built Environment
art table
cardboardscreen
art supply shelf
(off-camera)
![Page 11: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/11.jpg)
Movement
art table
art supply shelf
(off-camera)
cardboardscreen
![Page 12: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/12.jpg)
Proxemics: Relationships Across Space
Sports Fans Play Group
![Page 13: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/13.jpg)
Gaze: Subjectivities and Shared Space
![Page 14: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/14.jpg)
Visibility: Seeing in Crowded Places
Backgrounding and foregrounding
Modes circulate discourses; discourses influence which modes get foregrounded
Overlapping modes—some are foregrounded; others backgrounded
Overlaps and dense places as productive sites for transformation
![Page 15: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/15.jpg)
Discourses and Social Spaces
Skills MasteryDiscourse
Multimodal LiteracyDiscourse
IntentionalityDiscourse
![Page 16: Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend.](https://reader037.fdocuments.in/reader037/viewer/2022103022/56649d145503460f949e95fe/html5/thumbnails/16.jpg)
Suggested Readings
Hull, C.A., & Nelson, M.E. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224–261.
Kress, G. (2004). Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition, 12(4), 5–22.
Norris, S. (2004). Analyzing multimodal interaction: A methodological framework. London: Routledge.
Ochs, E. (1999). Transcription as theory. In A. Jaworski & N.
Coupland (Eds.), The discourse reader (pp. 168–182). London: Routledge.
Scollon, R., & LeVine, P. (Eds.). (2004). Discourse and technology: Multimodal discourse analysis. Washington, DC: Georgetown
University Press.
Voithofer, R., & Foley, A. (2007). Digital dissonances: Structuring absences in national discourses on equity and educational technologies. Equity & Excellence in Education, 40(1), 14–25.