Intermediality, Transmediality, and Graphic Narrative

Rippl, Gabriele; Etter, Lukas

doi:10.1515/9783110282023.191

Cited by 43 publications

(2 citation statements)

References 1 publication

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“…1) synthetic intermedialitydifferent media are fused together, 2) formal or transmedial intermedialityformal structures are present in different media, 3) transformational intermedialityone medium is represented through another 4) ontological intermedialityan intermedial relation between two or more media is of more interest than any one of those media themselves. If comics and, particularly, illustrated books are seen as combinations of two discrete media (written text and drawn image), one could say that they are intermedial in their essence, and several authors have, indeed, claimed so (e.g., Rajewsky 2005;Rippl & Etter 2013;Stein 2015). Nevertheless, especially in the case of comics, we believe that we deal with a phenomenon that is not intermedial but rather multimodal.…”

Section: Theoretical Frameworkmentioning

confidence: 89%

Multimodal Adaptations of Baš-Čelik: From a Fairy Tale to a Comic and Illustrated Book

Tasić

Stamenković

2023

FU Vis Art Mus

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Employing the theoretical framework that represents a unique amalgam of the domains of multimodality, intermediality, transmedia storytelling and adaptation, the paper analyses the process of medial transposition of the folk fairy tale Baš-Čelik, primarily into Đorđe Lobačev’s comic book of the same name (1939/1989), and then into Petar Meseldžija’s 2008 illustrated book The Legend of Baš-Čelik (orig. Legenda o Baš-Čeliku). The paper presents verbal and graphic tools used by these authors in adapting the original text from a monomodal into multimodal media, with a special focus on three research directions. The first is the manner in which the compositional structure of the fairy tale is transferred into the comic and the illustrated book, with the aim of assessing the level of fidelity in these adaptations. The second direction is related to the most important narrative and stylistic differences (e.g., language and tone of narration). The third direction deals with the use of certain comics-specific techniques and resources, such as page layout, use of colour for emphasis, representation of speed and motion, and the presence or absence of particular graphic devices (upfixes and pictorial runes). Finally, the adaptations themselves are compared to each other, highlighting the major similarities and differences between them.

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Section: Theoretical Frameworkmentioning

confidence: 89%

Multimodal Adaptations of Baš-Čelik: From a Fairy Tale to a Comic and Illustrated Book

Tasić

Stamenković

2023

FU Vis Art Mus

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“…Teachers frequently use their MULTIDISCIPLINARY RESEARCH JOURNAL RECOLETOS learning management system (LMS) as their medium of instruction, and Google services such as Google Meet and Google Classroom. Since media serves as a mediator to permit the generation, dissemination, and reception of semiotic signs, this facilitates effective communication between teachers and students (Rippl & Etter, 2013).…”

Section: Theme 3: Using Technology and Interactive Media Onlinementioning

confidence: 99%

Beliefs, Practices, and Challenges of Integrating Multimodality in Science in the New Normal

Magnaye,

Bustarde,

Orleans

2024

RMRJ

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This paper discussed science teachers’ beliefs, pedagogical practices, and challenges in integrating multimodality in teaching science in the New Normal. Data were gathered through semi-structured interviews with the eight selected participants and were analyzed through Colaizzi’s descriptive phenomenological method. Beliefs and pedagogical practices in integrating multimodality in science include inculcating a variety of modes, techniques, and strategies, considering student differences, using pictures, symbols, and models, using technology and interactive media online, and encouraging students’ active participation and engagement offline. The study also identified pedagogical, technological, content, and behavioral challenges. Positive attitudes, such as being adaptable to changes, being eager to acquire basic skills, being well-rounded, patient, and motivated, being creative, and embracing effective professional development, were developed. The findings underscored the need for education policymakers, curriculum designers, and science teachers to strengthen the teaching-learning process by integrating more multimodality approaches.

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From Statics to Dynamics: Intersemiotic Conversion of Metaphor and Its Consequences

Tasić

Stamenković

2022

Synthese Library

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Intermediality, Transmediality, and Graphic Narrative

Cited by 43 publications

References 1 publication

Multimodal Adaptations of Baš-Čelik: From a Fairy Tale to a Comic and Illustrated Book

Multimodal Adaptations of Baš-Čelik: From a Fairy Tale to a Comic and Illustrated Book

Beliefs, Practices, and Challenges of Integrating Multimodality in Science in the New Normal

From Statics to Dynamics: Intersemiotic Conversion of Metaphor and Its Consequences

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