Gesture as transduction of characterisation in children’s literature animation adaptation

Ngo, Thu

doi:10.1007/bf03652004

Cited by 9 publications

(2 citation statements)

References 15 publications

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“…Despite many young people being highly adept at using digital media, they are not necessarily adept at understanding how multimedia affordances influence the interpretive possibilities of the texts they are negotiating (Jenkins, 2006;Kellner & Share, 2007;Luce-Kapler, 2007). While contemporary curricula such as the new Australian national curriculum can mandate such outcomes (through the requirement for year nine students to, for example, "examine how authors adapt and subvert text structures and language features by experimenting with spoken, written, visual and multimodal elements, and their combination" (ACARA, 2022, Section AC9E9LA03), the pedagogy needs to draw on semiotic accounts of how meaning is constructed jointly by language and images in different contexts (Martin, 2008;Moya-Guijarro, 2016;Painter et al, 2013;Unsworth, 2007) and use those accounts to address moving image re-versioning of multimodal literary texts in multiple digital formats including animation, iPad apps, and various forms of augmented and virtual reality (Mills et al, 2023;Ngo, 2018;Serafini et al, 2015;Unsworth, 2008Unsworth, , 2014aUnsworth, , 2014cZhao & Unsworth, 2017). The analyses in this study can directly inform classroom learning experiences.…”

Section: Discussionmentioning

confidence: 99%

Multimodal Literacy in a New Era of Educational Technology: Comparing Points of View in Animations of Children's and Adult Literature

Unsworth

2023

ECNU Review of Education

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Purpose The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value The study shows that it is crucial to students’ critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

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Section: Discussionmentioning

confidence: 99%

Multimodal Literacy in a New Era of Educational Technology: Comparing Points of View in Animations of Children's and Adult Literature

Unsworth

2023

ECNU Review of Education

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“…Paralanguage that is semovergent potentially corresponds with Appraisal resources through hand/arm position, facial expression, muscle tension, bodily stance and motion as well as voice quality (Ngo 2018). Interpersonally, spoken language inscribes attitudes, grades qualities and positions voices other than the speaker's own.…”

Section: Paralanguage and Appraisalmentioning

confidence: 99%

Discourse Analysis of the 2022 Australian Tennis Open: A Multimodal Appraisal Perspective

Komninos

2023

HJLCB

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This article presents a preliminary analysis of a corpus of texts relating to the 2022 Australian Tennis Open using a multimodal appraisal framework. The study utilises quantitative and qualitative content analysis to examine media reports, official statements, and public reactions to the incident, which centred around Novak Djokovic's vaccination status. The analysis focusses on assessing how evaluative language contributes to community-building and identifies the underlying values, beliefs, and evaluations that shape stakeholders' emotional, cognitive, and behavioural responses.The appraisal framework, encompassing attitude, engagement, and graduation, serves as a comprehensive tool for categorising resources that express evaluation. Furthermore, the article delves into the application of appraisal analysis within the context of multimodal and online discourse, encompassing various platforms such as newspapers, television, radio, YouTube, Twitter, Instagram, blogs, official political statements, and court rulings. By examining these diverse media, the study seeks to investigate the dynamic discourse interplay surrounding the 2022 Australian Open, highlighting the pivotal role of evaluative communication in fostering alignment among readers through shared values and attitudes.The preliminary findings suggest that access to greater semiotic recourses increases consensus. The gains from using this interpretative framework are an asset, facilitating the coding of a large data set and attending the different manifestations of discourses around the player’s participation. As discourse continues to shape societal narratives, this multimodal appraisal investigation contributes to our understanding of the complex dynamics inherent in discourse construction and the influence of evaluative language in shaping collective perception.

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Multimodality and Systemic Functional Analysis

Knox¹,

Jiang²

2022

The Encyclopedia of Applied Linguistics

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Multimodality is the study of how multiple communication modes (e.g., language, gesture, and proxemics; language, image, and layout) combine to make meaning. Multimodality transcends and draws on a variety of disciplines and theories. One approach to theorizing multimodality builds upon the principles of systemic functional (SF) theory. One key aspect of SF theory, which has been widely applied in studies of multimodality, is the observation that there are three broad kinds of meaning (called metafunctions) in language. The three metafunctions of systemic functional multimodal discourse analysis (SF‐MDA) appear as representational, interactional, and compositional meanings in multimodal discourse. Researchers have used SF‐MDA to examine meaning in two dimensions (on page and screen), three dimensions (in physical space), and across time (in music and film).

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Gesture as transduction of characterisation in children’s literature animation adaptation

Cited by 9 publications

References 15 publications

Multimodal Literacy in a New Era of Educational Technology: Comparing Points of View in Animations of Children's and Adult Literature

Multimodal Literacy in a New Era of Educational Technology: Comparing Points of View in Animations of Children's and Adult Literature

Discourse Analysis of the 2022 Australian Tennis Open: A Multimodal Appraisal Perspective

Multimodality and Systemic Functional Analysis

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