“Filming in Progress”: New spaces for multimodal designing

Mills, Kathy A. (2010) “Filming in Progress”: New spaces for multimodal designing. Linguistics and Education, 21(1), pp. 14-28.

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Abstract

Global trends call for new research to investigate multimodal designing mediated by new technologies and the implications for classroom spaces. This article addresses the relationship between new technologies, students’ multimodal designing, and the social production of classroom spaces. Multimodal semiotics and sociological principles are applied to a series of claymation movie-making lessons in an upper primary school in Australia. The analysis focuses on the social meanings embedded in the multimodal spaces of the classroom—dialogic, bodily, embodied, architectonic, and screen spaces. The findings demonstrate how the uses of new technologies and the students’ multimodal learning were tied to important transformations of space.

Impact and interest:

7 citations in Scopus
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6 since deposited on 28 Apr 2010
6 in the past twelve months

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ID Code: 32021
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Multimodal, Design, Semiotics, Technology, Space, Classroom, Social space, Dialogic, Bodily, Embodied, Architectonic, Screen, Digital, Linguistic
DOI: 10.1016/j.linged.2009.12.003
ISSN: 0898-5898
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2009 Elsevier Inc.
Copyright Statement: This is the author’s version of a work that was accepted for publication in Linguistics and Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Linguistics and Education, Volume 21, Issue 1, March 2010, DOI: 10.1016/j.linged.2009.12.003
Deposited On: 28 Apr 2010 04:15
Last Modified: 01 Aug 2015 12:55

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