Pedagogy and the Multimodal Textuality of Learning contexts

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Pedagogy and the Multimodal Textuality of
Learning contexts

• Dr.Carey Jewitt
• London Knowledge Lab, IOE

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Overview

• A multimodal perspective text and context
• Example 1 Classrooms as multimodal textual
  formations
• Text A multimodal interpretation
• Example 2 Textuality in school English
• Example 3 Textuality in school Science
• Issues for Pedagogy

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A Multimodal Interpretation of Textuality

• Spatial resources
• Movement and body posture
• Visual resources
• Speech and voice quality
• Writing
• Gaze
• Gesture

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The Discursive Organization of Semiotic Resources

• National Curriculum subject content and histories
• Policy time, Teacher time, Student time
• Policy on ability, streaming and setting
• Audit and examination

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ContextThe Classroom as a Multimodal Textual
Formation

• Classroom as context
• Classroom as complex signs
• The discursive organization of spatial resources

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Linguistic Examination
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Multimodal Life Worlds
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Text

• MACBETH SCENE 1 A desert place
• Thunder and lightning. Enter three Witches
• First Witch When shall we three meet again
• In thunder, lightning, or in rain?
• Second Witch When the hurlyburlys done. When the
  battles lost and won.
• Third Witch That will be ere the set of sun.
• First Witch Where the place?
• Second Witch Upon the heath.
• Third Witch There to meet with Macbeth.
• First Witch I come, Graymalkin!
• Second Witch Paddock calls.
• Third Witch Anon.
• All Fair is foul, and foul is fair
• Hover through the fog and filthy air.
• Exeunt

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Text
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The Multimodal Textuality of Macbeth
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The Multimodal Textuality of Macbeth

• Images of witchcraft
• Analyzing film representations of Macbeth Act 1
  scene i
• Performing the scene
• Visual narrative of the play
• Written course work

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The Multimodal Textuality of Blood Circulation
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The Multimodal Textuality of Blood Circulation

• Diagram of circulation
• Model of human organs
• Multimodal narrative of circulation
• Canonical Image

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Multimodal Textuality

• Analyzes the broader multimodal ensemble that
  boundaried written textual formations are
  embedded within
• Cycles of discourse
• Foregrounds the situated character of meaning
  making
• Highlights the agency of teacher and students in
  the co-production of meaning
• The ways in which social/policy shapes this
  mediation

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Issues for Pedagogy

• Moving beyond language to think of multimodal
  textual ensembles
• The multimodal orchestration of the classroom as
  a dynamic textual formation
• The multimodal repertoires that teachers make
  available
• The flow and boundaries between everyday and
  specialized knowledge
• The ways in which policies are instantiated in
  the textuality of learning contexts

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Multimodal Readings

• Kress, G. , Jewitt, C., Bourne, J, Franks, A,
  Hardcastle, J., Jones, K. and Reid, E. (2005)
  English in Urban Classrooms A Multimodal
  Perspective on Teaching and Learning, London
  Routledge.
• Kress, G., Jewitt, C., Ogborn, J., and
  Tsatsarelis, C (2001) Multimodal teaching and
  learning Rhetorics of the science classroom.
  Continuum London.
• Kress, G and Van Leeuwen,T (2001) Multimodal
  Discourse, Arnold and Macmillan.
• Kress, G and Van Leeuwen,T (1996) Reading Images
  The Grammar Of Visual Design, London Routledge.
• Norris, S. (2004) Analyzing Multimodal
  Interaction London Routledge
• Van Leeuwen, T. (2005) Introducing Social
  Semiotics, London Routledge.

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Carey Jewitt

• c.jewitt_at_ioe.ac.uk