64.060 - Participation in Interaction: Multimodal Understandings of Interaction in a Range of Education Settings

Session Type: Symposium

Abstract

This symposium brings together six researchers from the US and the UK interested in multimodality and asking 'what can attention to embodied modes, material artefacts and learning spaces contribute to our understanding of the texture of participation and engagement?'. The papers share a common epistemological foundation in social semiotic understanding of communication (Kress 2010). Each study seeks to acknowledge the significance of posture, gaze, gesture, haptics and materiality to learners' meaning-making and the contributions to the co-construction of shared space and dialogue therein. In these studies learners who may be considered deficit in meaning-making resources when measured in terms of 'linguistic performance', can be seen to be agile, engaged and creative co-contributors when considered from a multimodal perspective.

Sub Unit

• SIG-Constructivist Theory, Research, and Practice

Chair

• Nicola Friedrich, University of Toronto

Papers

• Productive Multimodal Communication in Elementary Engineering: Leveraging Intra- and Interpersonal Skills - Kate Haq, Independent Scholar; Lynn Shanahan, University at Buffalo - SUNY; Mary B. McVee, University at Buffalo - SUNY

• Multimodal Interactional Analysis in Analyzing Youth's Engagement - Mavreen Rose Sta Ana Tuvilla, Purdue University; Casey Wright, Purdue University; Minjung Ryu, University of Illinois at Chicago; Shannon Daniel, Vanderbilt University

• Multimodal Engagement in Teenagers' Exploratory Talk in Classrooms - Roberta Taylor, Sheffield Hallam University

• Movement and Semiotic Orchestrations of Meaning in Early-Years Classrooms - Karen Dianne Daniels, Sheffield Hallam University

• Reanimation: Multimodal Discourse Around Text - Jane Coles, IOE, University College London; Theodora Bryer, UCL

Discussant

• Lynn Shanahan, University at Buffalo - SUNY