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Multimodal pedagogy is an approach to the teaching of writing that implements different modes of communication. [ 1 ] [ 2 ] Multimodality refers to the use of visual, aural, linguistic, spatial, and gestural modes in differing pieces of media, each necessary to properly convey the information it presents.
Implementing multimodality in higher education is being researched to find out the best way to teach and assign multimodal tasks. [ 35 ] Multimodality in the college setting can be seen in an article by Teresa Morell, where she discusses how teaching and learning elicit meaning through modes such as language, speaking, writing, gesturing, and ...
Multiliteracy (plural: multiliteracies) is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. [1] The approach is characterized by two key aspects of literacy – linguistic diversity and multimodal forms of linguistic expressions and representation.
Two major groups of multimodal interfaces have merged, one concerned in alternate input methods and the other in combined input/output. The first group of interfaces combined various user input modes beyond the traditional keyboard and mouse input/output, such as speech, pen, touch, manual gestures, [21] gaze and head and body movements. [22]
Ivanić's research focused on literacy, intertextuality, applications of Theo van Leeuwen's Theory of Representation, academic discourse practices, writing practices in both academic and non-academic settings, the link between research and practice, multimodal communication, adult literacy, educational linguistics, critical language awareness, punctuation, and second language writing.
Multisensory integration, also known as multimodal integration, is the study of how information from the different sensory modalities (such as sight, sound, touch, smell, self-motion, and taste) may be integrated by the nervous system. [1]
Ravelli has contributed to academic writing, museum communication, and multimodality, especially spatial discourse analysis. She also contributed to early research on grammatical metaphor, for example her 1988 book chapter, Grammatical metaphor: An initial analysis in the book Pragmatics, Discourse and Text: Some systemically-inspired approaches.
In 2014 Littlemore, along with Dr Paula Perez-Sobrino and Dr David Houghton, was awarded a £138,981 Marie Skłodowska-Curie Fellowship for the project ‘Exploring Multimodal Metaphor and Metonymy in Advertising’ (EMMA). The project examines responses to video advertisements on participants who are speakers of English, Spanish, and Chinese.
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