Abstract
in contemporary society, there has been an increasing pervasiveness of images, sounds, shapes and bodily expressions in our everyday lives. a number of academic studies have addressed such meaning-making resources in varying theoretical and methodological perspectives, with the general goal of describing and understanding how these semiotic modes 1) are constituted, 2) construe representations of our experiences in the world, and 3) can be addressed in educational contexts in order to help learners be more apt to function in such new configurations of texts and media. Therefore, this paper presents an overview of research carried out in five multimodality labs across the world, with special attention to the relevance of their work as far as multiliteracies are concerned. Firstly, we review the set-up of each lab and highlight their contributions, research strengths and recent projects. Finally, we discuss some of the similarities and distinctive aspects of these labs in order to offer a sense of the co-ordinated work across them and to promote greater awareness of their contributions.
Highlights
The adage A picture is worth a thousand words has never been so conspicuously appropriate as in our contemporary society, when the role of semiotic modes2 other than verbal language has been the focus of a number of studies (Thibault, 2000; Iedema, 2003; Kress & van Leeuwen, 2006 [1996]; Heberle & Meurer, 2007; O’Halloran, 2007; Böhlke, 2008; Bezerra, Nascimento & Heberle, 2010)
It is important to highlight that, despite the greater attention that has been paid to the meaning-making potential of still images, there are other semiotic resources and multimodal texts that need to be taken into consideration when designing multiliteracy pedagogy projects, such as internet sites, three-dimensional spaces, sculptures, architecture, body language and films (Baldry & Thibault, 2005; Knox, 2007; Kress, 2003; Kress & van Leeuwen, 2006 [1996]; O’Halloran, 2008; O’Toole, 1994; Stenglin, 2009; Unsworth, 2001)
We would like to emphasize that multiliteracy projects should take into account students’ sociocultural background in order to use texts that are relevant for them as well as to expand their repertoire. This concern is supported by Kress and van Leeuwen’s (2006 [1996]) claim that “meanings belong to culture, rather than to specific semiotic modes” (p. 2) and Gee’s (2000) argument that “meaning is always situated in specific sociocultural practices and experiences” (p. 195)
Summary
The adage A picture is worth a thousand words has never been so conspicuously appropriate as in our contemporary society, when the role of semiotic modes other than verbal language has been the focus of a number of studies (Thibault, 2000; Iedema, 2003; Kress & van Leeuwen, 2006 [1996]; Heberle & Meurer, 2007; O’Halloran, 2007; Böhlke, 2008; Bezerra, Nascimento & Heberle, 2010) In this respect, it is important to highlight that, despite the greater attention that has been paid to the meaning-making potential of still images, there are other semiotic resources and multimodal texts that need to be taken into consideration when designing multiliteracy pedagogy projects, such as internet sites, three-dimensional spaces, sculptures, architecture, body language and films (Baldry & Thibault, 2005; Knox, 2007; Kress, 2003; Kress & van Leeuwen, 2006 [1996]; O’Halloran, 2008; O’Toole, 1994; Stenglin, 2009; Unsworth, 2001). We do so by providing an overview of the aims and research foci of five labs across the globe that develop research on multimodality, either as a core mission or as one key orientation, focusing on their recent and potential contributions for the field
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
