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Meaning-making as Social Action across Media, Disciplines, and Identities
Wed, April 8, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Los Angeles Convention Center, Floor: Level One, Petree DSession Type: Roundtable Session
Abstract
This roundtable links five studies that treat meaning-making as social action across media, disciplines, and identities. A critical multimodal analysis of AI companionship exposes gendered hierarchies and cautions against importing exploitative intimacy scripts into schools. High-school filmmakers appropriate and harmonize genres to interpret literature. Nursing educators reimagine the “L” in CLIL, advancing translanguaging/trans-semiotizing for disciplinary readiness. Math memes become a site to surface and disrupt racialized stereotypes. Digital multimodal composing in EFL coursework cultivates civic participation around Indigenous language preservation. Together, the papers offer practical throughlines: design for ethical technologies, legitimate students’ full semiotic repertoires, reconceive language as embodied/disciplinary practice, and use popular media to name and reframe power—so classrooms become workshops for equity.
Sub Unit
Chair
Papers
Disrupting Digital Intimacy: A Multimodal Analysis of Gendered Power Dynamics in AI Companionship and Its Educational Implications - Liang Cao, The Education University of Hong Kong; Qinghua Chen, The Education University of Hong Kong
Multimodal literacy in secondary language arts classes: High school youths’ genre appropriation through multimodal composing - Hannah Park, University of Wisconsin - Madison; Hongye Zeng, University of Maryland
Reconceptualizing the “L” in CLIL: English-medium nursing educators’ perspectives of translanguaging-trans-semiotizing pedagogy in CLIL collaboration - Yiqi Liu, The Education University of Hong Kong
The Semiotics of Stereotypes: Using Memes to unpack Race and Power in Mathematics - Gregory Benoit, Boston University; Gregory Beaudine, University of Iowa; K. Elizabeth Hammonds, Auburn University; Gabor Salopek, Math Meme Team
Understanding Learners’ Civic Participation via Digital Multimodal Composing: A Systemic Functional Multimodal Discourse Analysis Approach - Bonnie Xuehua FU, University of Auckland; Lawrence Jun Zhang, University of Auckland