Over the last three decades, notions like “the flipped classroom,” 1 “TPACK,” 2 “digital learning objects,” 3 and “virtual learning environments,” 4 together with the evolution of multimodal communication 5 and new standards for the assessment
Eva Insulander, Fredrik Lindstrand, and Staffan Selander
Multimodal Extension in the Works of Aleix Saló
Javier Muñoz-Basols and Marina Massaguer Comes
multimodality with social criticism – and by having a trailer circulate in a digital media economy – Saló was able to rapidly generate interest amongst different types of audiences. Hence, this innovative combination enabled Saló to whet viewers’ curiosity with
The Algerian War, French Textbooks and How Violence Is Remembered
French history textbooks occupy a pivotal position in the colonial fracture. They impart difficult knowledge about the Algerian War of Independence, knowledge that impacts the relationships between the communities of memory in France today. Textbook analysis has focused on their verbal content and, recently, in the work of Jo McCormack, on corresponding teaching practices. This article highlights graphic design as one layer of visual knowledge production and primarily contributes to the methodology of textbook analysis with an exemplary multimodal analysis. It reveals a hidden narrative about the postcolonial relationship that is not expressed in words.
Jane Mummery and Debbie Rodan
Signaling dissatisfaction with particular events, policies, or situations, modes of protest encompass individual expressions through to the development and mobilization of social movements. Indeed, protests can range from bodies blocking space and time to the aggregation of clicked signatures in an online petition and the sharing of campaign content through social media. All of these modes are currently employed within the Australian public sphere to bring about change or closure of the live export industry. This article analyzes the current dimensions and flows of public protest against Australia’s live export industry, examining how they are shaped not only by a myriad of organizations but also by differing modes of protest, as well as by the different modes of appeal in use by activists to mobilize the Australian public sphere in protest. Through this discussion, insight is gained into some of the capacities and efficacies of multimodal protest and its significance for both public engagement and political and industry uptake.
Marjorie Harness Goodwin
Making use of videotaped interactions of lunchtime conversations among multi-ethnic preadolescent peers (based on three years of fieldwork in LA) this ethnographically based study investigates the embodied language practices through which girls construct friendship alliances as well as relationships of power and exclusion. Girls display “best friend” relations not only through roles they select in dramatic play, such as twins married to twins in “house,” but also through embraces and celebratory handclaps that affirm alliances. Older (sixth grade) girls assert their power with respect to younger fourth grade girls through intrusive activities such as grabbing food from lunchboxes, insults, and instigating gossip; younger girls boldly resist such actions through fully embodied stances. Relations of exclusion are visible not only in seating arrangements of a marginalized “tagalong” girl with respect to the friendship clique, but also highlighted in the ways she is differentially treated when an implicit social norm is violated.
Issues and Methodologies toward a School Historiography
Maria Repoussi and Nicole Tutiaux-Guillon
This article traces the developments within history textbook research as presented at the 2009 conference of the International Society for History Didactics (ISHD), held in cooperation with the Georg Eckert Institute for International Textbook Research in Braunschweig, Germany. The article claims that significant developments reveal school historiography to be a challenged area for history didactics. Key concepts and theoretical frames require further discussion in order to develop history didactics not only as an area for social and political responsibilities but also as a theoretical discipline.
Incorporating a Way of Life
Phillip: Taggart Vannini
Drawing from sensory ethnography, the present multimodal writing—accompanied by photography and digital video—documents and interprets the mobilities of off-grid living on Lasqueti Island, British Columbia, Canada. The data presentation focuses in particular on the embodied experience of off-grid inhabitation, highlighting the sensory and kinetic experiences and practices of everyday life in a community disconnected from the North American electrical grid and highway network. The mobilities of fuel and energy are presented in unison with ethnographic attention to the taskscape of everyday activities and movements in which off-grid islanders routinely engage. The analysis, based on Tim Ingold's non-representational theory on place, movement, and inhabitation, focuses on how the material and corporeal mobilities of off-grid life body forth a unique sense of place.
Sevasti-Melissa Nolas and Christos Varvantakis
In this article we develop the idea of ethnography as a practice of desire lines. Lines of desire are pedestrian footpaths that are at once amateurish and playful, and that deviate from the grids and schemes of urban planners. We argue that ethnography has always been so at the same time as also being highly professionalized. The article explores these tensions between desire lines and professionalization as they became evident to us during a funded, international multi-modal ethnographic study with children—a study, we argue, that rendered us childlike. We conclude that being childlike and ‘out of line’ is an appropriate and necessary response for knowledge creation at a time of heightened professionalization in the academy.
Beyond the Boy Crisis and into Superhero Fiction
Michael Kehler and Jacob Cassidy
potential of comics is to be actualized in the classroom, pedagogy should draw attention to the complex multimodality of the comic medium, which broadens the scope of literacy to include more holistic, sensory experiences. Furthermore, the oversimplification
Tracking of and Teaching through the On-Field Language Practices of Australian Indigenous Boys
David Caldwell, Nayia Cominos, and Katie Gloede
. Then the data was analyzed to identify themes and distinctive language patterns to inform the creation of the multimodal resources. Findings In this section, we identify some of the salient findings concerning language and identity construal in the