Multimodality Studies in International Contexts

Liliana Vásquez Rocca, PhD, is Assistant Professor in the Department of Humanities, Faculty of Education and Social Sciences, Universidad Andrés Bello, Chile. In 2018-2022, she coordinated Red Latinoamericana de Estudios sobre Multimodalidad (REDLEM, or the Latin American Network of Studies on Multimodality). She specializes in multimodality and media discourse analysis.Natasha Artemeva, PhD, is Professor, School of Linguistics and Language Studies, Carleton University, Canada. She specializes in Genre Studies, theories of learning, and multimodality. She co-edited Writing in Knowledge Societies (Parlor Press) and Genre Studies around the Globe (Inkshed), and co-authored Reconsidering Context in Language Assessment (Routledge).Chloë Grace Fogarty-Bourget holds a PhD in Applied Linguistics and Discourse Studies from the School of Linguistics and Language Studies, Carleton University, Canada, where she teaches courses in Writing and Discourse Studies. She specializes in Multimodal Discourse Analysis, Writing and Genre Studies, and the scholarship of university teaching.

• Lists of FiguresList of ContributorsList of TablesForewordTeresa OteízaAcknowledgementsIntroductionNatasha Artemeva, Liliana Vásquez Rocca, and Chloë Grace Fogarty-BourgetPART ICurrent Trends in Multimodality StudiesChapter 1. Theoretical and Methodological Perspectives on Multimodality in South AfricaArlene ArcherChapter 2. The Seeds and Growth of Multimodality in Latin America: A Historical ReviewDominique Manghi, Carolina Badillo, and Danielle AlmeidaChapter 3. Consolidation of Multimodality Studies in Latin America: A Review of Emergent ThemesCarolina Pérez-Arredondo and Camila Cárdenas-NeiraChapter 4. PanMeMic. Changes in Communication and Interaction During the COVID-19 Pandemic and Beyond: Insights from a Collective, Multimodal Research MethodAna Pedrazzini, Clarice Gualberto, Styliani Karatza, Maryam S. Ghiasian, and Elisabetta AdamiPART IIChallenges to Multimodality Research in Educational ContextsChapter 5. Combining Multimodal Techniques to Approach the Study of Academic Lectures: A Methodological ReflectionEdgar Bernad-MechóChapter 6. A Toolkit for the Analysis of Modal Intensity: Strategies Instructors Use to Facilitate Student Engagement in LearningChloë Grace Fogarty-Bourget, Jesse Pirini, and Natasha ArtemevaChapter 7. A Multimodal Analysis of an Integrating Content and Language in Higher Education (ICLHE) Lecture: Multimodal Ensembles in ActionMiguel F. Ruiz-Garrido and Inmaculada Fortanet-Gómez Chapter 8. Textbook and LearningGermán CanalePART IIIChallenges to Multimodality Studies of Social InteractionChapter 9. Once Upon a Time: Toy Stories, Affordances, and the Playing ActivityDanielle Almeida and Jonathan Feitosa FerreiraChapter 10. Chilean Movement for Non-sexist Education and Semiosis in Social Media: Students Advance, and Teachers Wake UpLiliana Vásquez Rocca, Dominique Manghi, Felipe Pereira, Tomás Farías, and Katherine MalhueChapter 11. Conflict in Interaction: Diverging Topic Trajectories and MisalignmentJarret G. Geenen and Austin HowardChapter 12. Peer Review and Hidden Modalities of Research Process GenresBrad Mehlenbacher and Ashley Rose MehlenbacherPART IVConclusionChapter 13. Multimodal Body Work: Research in the Built EnvironmentChristine RäisänenIndex