Pub Date : 2024-08-09DOI: 10.1177/26349795241265873
Annett Hellwig
Digital ‘flythroughs’ are increasingly being used by museums to promote themselves to their publics and to extend their spatial and experiential boundaries. These complex, multimodal artefacts use 3D animation, AI imagery, drone footage, sound, music and other modes to construct a parallel museum experience. Such an experience is markedly dissimilar from an ‘ordinary’ embodied relationship to architectural space, and instead constructs an experience of elevated velocity, height and glissade. These movement style choices construct a ‘non-naturalistic’ experience of moving through space that differs considerably from the embodied experience constructed by digital walkthroughs, augmented and virtual reality and ordinary corporeal movement through a museum. Instead, they offer a potential imaginary, a supernatural or ’extracorporeal’ embodiment of a kind typically associated with fantasy films, video games, amusement rides and dreams. This paper analyses 10 flythroughs from a variety of museums and locations through the lens of multimodal social semiotics. The systems of movement styles and visual validity are used to explore how meanings are made in the flythroughs and how they may be understood in terms of the ‘fantasy’ coding orientation. The implications for how museums construct their respective identities and relate to their publics are also unpacked.
{"title":"Exuberant and fantastical: How flythroughs are changing the way museums construct their identities and build relationships with their publics","authors":"Annett Hellwig","doi":"10.1177/26349795241265873","DOIUrl":"https://doi.org/10.1177/26349795241265873","url":null,"abstract":"Digital ‘flythroughs’ are increasingly being used by museums to promote themselves to their publics and to extend their spatial and experiential boundaries. These complex, multimodal artefacts use 3D animation, AI imagery, drone footage, sound, music and other modes to construct a parallel museum experience. Such an experience is markedly dissimilar from an ‘ordinary’ embodied relationship to architectural space, and instead constructs an experience of elevated velocity, height and glissade. These movement style choices construct a ‘non-naturalistic’ experience of moving through space that differs considerably from the embodied experience constructed by digital walkthroughs, augmented and virtual reality and ordinary corporeal movement through a museum. Instead, they offer a potential imaginary, a supernatural or ’extracorporeal’ embodiment of a kind typically associated with fantasy films, video games, amusement rides and dreams. This paper analyses 10 flythroughs from a variety of museums and locations through the lens of multimodal social semiotics. The systems of movement styles and visual validity are used to explore how meanings are made in the flythroughs and how they may be understood in terms of the ‘fantasy’ coding orientation. The implications for how museums construct their respective identities and relate to their publics are also unpacked.","PeriodicalId":153235,"journal":{"name":"Multimodality & Society","volume":"55 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.1177/26349795241265874
Line Engen
In 2016 the National Museum in Oslo launched a nationwide touring exhibition that allowed visitors for the first time to touch the sculptures of modernist Aase Texmon Rygh. The aim was to encourage visitors to experience these abstract stone works through the body before engaging with various contextualising practices for a more comprehensive process of meaning-making. Allowing members of the public to touch original sculpture in an exhibition context was new not only for the National Museum but also internationally, and the exhibition generated considerable professional and media attention. In my role as the exhibition’s curator, I set out to investigate the interdisciplinary process of developing the exhibition concept and the audience response through a practice-led research project. Drawing different theoretical perspectives, such as learning theory and interdisciplinary sensory research, and audience surveys which were conducted during the exhibition, I wanted to learn more about how audiences experienced touching the sculptures, and how touch affected their process of meaning making. In this paper, I share some of my findings and also reflect on the importance of practitioners doing research on their own practice.
{"title":"Enabling touch in an art museum: A curatorial reflection","authors":"Line Engen","doi":"10.1177/26349795241265874","DOIUrl":"https://doi.org/10.1177/26349795241265874","url":null,"abstract":"In 2016 the National Museum in Oslo launched a nationwide touring exhibition that allowed visitors for the first time to touch the sculptures of modernist Aase Texmon Rygh. The aim was to encourage visitors to experience these abstract stone works through the body before engaging with various contextualising practices for a more comprehensive process of meaning-making. Allowing members of the public to touch original sculpture in an exhibition context was new not only for the National Museum but also internationally, and the exhibition generated considerable professional and media attention. In my role as the exhibition’s curator, I set out to investigate the interdisciplinary process of developing the exhibition concept and the audience response through a practice-led research project. Drawing different theoretical perspectives, such as learning theory and interdisciplinary sensory research, and audience surveys which were conducted during the exhibition, I wanted to learn more about how audiences experienced touching the sculptures, and how touch affected their process of meaning making. In this paper, I share some of my findings and also reflect on the importance of practitioners doing research on their own practice.","PeriodicalId":153235,"journal":{"name":"Multimodality & Society","volume":"23 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.1177/26349795241265258
Sara Price, Andrew Manches, Robb Lindgren, H. C. Lane
Embodied learning is a nascent term drawing on theories emphasising the role of the body, and body-based interaction in knowledge creation. Whilst embodied learning research has articulated pedagogical and design implications which resonate with museum practice and emphasis on hands-on approaches, translation between embodied learning research and everyday practice is limited. A key challenge is conducting research that is both methodologically rigorous whilst providing tractable implications for complex practice contexts. Whilst this tension is endemic in educational research, the field of embodied learning presents unique challenges. Here, we draw on experiences from a four-year, multisite, academic-practitioner research project investigating embodied learning with young children (3–6 years) in science centres/museums to synthesise, illustrate, and critically reflect on four key challenges: theoretical framing (how embodied learning is conceptualised), nature of the experience (what makes it embodied), evaluating embodied learning, and logistical challenges (capturing multiple modes of interaction, social context, communication). These challenges are illustrated through case studies, contributing a methodological lens for both academics and practitioners investigating the role and implications of embodied learning in museums.
{"title":"Methodological challenges and insights for researching embodied learning in museums","authors":"Sara Price, Andrew Manches, Robb Lindgren, H. C. Lane","doi":"10.1177/26349795241265258","DOIUrl":"https://doi.org/10.1177/26349795241265258","url":null,"abstract":"Embodied learning is a nascent term drawing on theories emphasising the role of the body, and body-based interaction in knowledge creation. Whilst embodied learning research has articulated pedagogical and design implications which resonate with museum practice and emphasis on hands-on approaches, translation between embodied learning research and everyday practice is limited. A key challenge is conducting research that is both methodologically rigorous whilst providing tractable implications for complex practice contexts. Whilst this tension is endemic in educational research, the field of embodied learning presents unique challenges. Here, we draw on experiences from a four-year, multisite, academic-practitioner research project investigating embodied learning with young children (3–6 years) in science centres/museums to synthesise, illustrate, and critically reflect on four key challenges: theoretical framing (how embodied learning is conceptualised), nature of the experience (what makes it embodied), evaluating embodied learning, and logistical challenges (capturing multiple modes of interaction, social context, communication). These challenges are illustrated through case studies, contributing a methodological lens for both academics and practitioners investigating the role and implications of embodied learning in museums.","PeriodicalId":153235,"journal":{"name":"Multimodality & Society","volume":"33 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/26349795241265256
Palmyre Pierroux
Increasing demands on museums for visitor insights, theoretical shifts in the learning sciences, the embeddedness of multimodal media in museums and society, and advancements in data visualisation tools and web-based applications are all clear calls for innovating visitor research in museums. In this article, I describe how concepts from multimodal and sociocultural research help shift the analytical lens for understanding and studying connections between visitor behaviours, social interactions and engagement in exhibitions. The following question is explored: In which ways can multimodal theory and the learning sciences inform the design and use of new visitor research tools and methods that are relevant for museum practice? A case study from a university-museum research partnership illustrates how multimodal and sociocultural perspectives from the humanities and learning sciences, respectively, merged in the development of a new tool to enhance and innovate visitor research within museums.
{"title":"Innovating visitor research within museums: Concepts, tools and practices","authors":"Palmyre Pierroux","doi":"10.1177/26349795241265256","DOIUrl":"https://doi.org/10.1177/26349795241265256","url":null,"abstract":"Increasing demands on museums for visitor insights, theoretical shifts in the learning sciences, the embeddedness of multimodal media in museums and society, and advancements in data visualisation tools and web-based applications are all clear calls for innovating visitor research in museums. In this article, I describe how concepts from multimodal and sociocultural research help shift the analytical lens for understanding and studying connections between visitor behaviours, social interactions and engagement in exhibitions. The following question is explored: In which ways can multimodal theory and the learning sciences inform the design and use of new visitor research tools and methods that are relevant for museum practice? A case study from a university-museum research partnership illustrates how multimodal and sociocultural perspectives from the humanities and learning sciences, respectively, merged in the development of a new tool to enhance and innovate visitor research within museums.","PeriodicalId":153235,"journal":{"name":"Multimodality & Society","volume":"124 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.1177/26349795241262773
Eva Insulander
{"title":"Book review: Museums and technologies of presence","authors":"Eva Insulander","doi":"10.1177/26349795241262773","DOIUrl":"https://doi.org/10.1177/26349795241262773","url":null,"abstract":"","PeriodicalId":153235,"journal":{"name":"Multimodality & Society","volume":"21 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141356341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.1177/26349795241258930
Robert Butler
{"title":"Call for contributions to a special issue on multimodal representations of authority in discourse","authors":"Robert Butler","doi":"10.1177/26349795241258930","DOIUrl":"https://doi.org/10.1177/26349795241258930","url":null,"abstract":"","PeriodicalId":153235,"journal":{"name":"Multimodality & Society","volume":" 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/26349795241251841
Junko Takahashi
This multimodal conversation analytic (MCA) study investigates the embodied process of student self-selection – voluntary participation - in the American graduate classroom. Student participation has frequently been a central topic of investigation in the field of educational linguistics. In American graduate classrooms, in particular, participation is considered significant and students are encouraged to make frequent oral contributions; for instance, so as to ensure that teachers can gauge how much they have learned, and to enhance student learning (e.g., Cohen, 1991; Fassinger, 1995; Rocca, 2010). Building on Kääntä’s (2014) research on students’ “doing embodied noticing” through the process of self-selection for correction initiation in the classroom, the current study analyzed 38 hours of videotaped graduate-level classes and uncovered the three main embodied self-selection stages—doing registering, gearing up, and launching—through which students tend to progress during their preparation for self-selection. It further demonstrates a variation in the form of “expedited processes”—the practices some students use to self-select earlier than others—followed by examples and discussion of how educators can turn these findings into practice and enable a wider range of students to achieve effective self-selection in a classroom.
{"title":"Doing registering, gearing up, and launching: Understanding student multimodality and the process of class participation","authors":"Junko Takahashi","doi":"10.1177/26349795241251841","DOIUrl":"https://doi.org/10.1177/26349795241251841","url":null,"abstract":"This multimodal conversation analytic (MCA) study investigates the embodied process of student self-selection – voluntary participation - in the American graduate classroom. Student participation has frequently been a central topic of investigation in the field of educational linguistics. In American graduate classrooms, in particular, participation is considered significant and students are encouraged to make frequent oral contributions; for instance, so as to ensure that teachers can gauge how much they have learned, and to enhance student learning (e.g., Cohen, 1991; Fassinger, 1995; Rocca, 2010). Building on Kääntä’s (2014) research on students’ “doing embodied noticing” through the process of self-selection for correction initiation in the classroom, the current study analyzed 38 hours of videotaped graduate-level classes and uncovered the three main embodied self-selection stages—doing registering, gearing up, and launching—through which students tend to progress during their preparation for self-selection. It further demonstrates a variation in the form of “expedited processes”—the practices some students use to self-select earlier than others—followed by examples and discussion of how educators can turn these findings into practice and enable a wider range of students to achieve effective self-selection in a classroom.","PeriodicalId":153235,"journal":{"name":"Multimodality & Society","volume":"45 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141009278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/26349795241252536
Ira Mutiaraningrum
{"title":"Book review: Multimodal conversation analysis and interpretative phenomenological analysis: A methodological framework for researching translanguaging in multilingual classrooms","authors":"Ira Mutiaraningrum","doi":"10.1177/26349795241252536","DOIUrl":"https://doi.org/10.1177/26349795241252536","url":null,"abstract":"","PeriodicalId":153235,"journal":{"name":"Multimodality & Society","volume":"88 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141011197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-27DOI: 10.1177/26349795241241314
John Potter
This article is about using participatory research and multimodal discourse analysis to scaffold theory-building, with a focus on how children draw on their lifeworlds, folkloric imagination, and media experiences to generate meanings in, and through, their play. It draws on a tradition of research which employs a multimodal semiotic lens to analyse interaction and communication between social actors in combination with sociocultural theory to generate hypotheses about a phenomenon. The focus is on how multimodal discourse analysis operates when partnered in research designs with other interpretive constructs, drawn from sociocultural, socio-material and postdigital frames. Examples are featured from two research projects centred on children’s play, and the central argument here is that play, with its reference points in media, popular culture and traditional folkloric forms is a particular location for theory-building on the postdigital nature of contemporary lived experience.
{"title":"Theory-building in the social, material and postdigital worlds of play: Participatory research and multimodal discourse analysis","authors":"John Potter","doi":"10.1177/26349795241241314","DOIUrl":"https://doi.org/10.1177/26349795241241314","url":null,"abstract":"This article is about using participatory research and multimodal discourse analysis to scaffold theory-building, with a focus on how children draw on their lifeworlds, folkloric imagination, and media experiences to generate meanings in, and through, their play. It draws on a tradition of research which employs a multimodal semiotic lens to analyse interaction and communication between social actors in combination with sociocultural theory to generate hypotheses about a phenomenon. The focus is on how multimodal discourse analysis operates when partnered in research designs with other interpretive constructs, drawn from sociocultural, socio-material and postdigital frames. Examples are featured from two research projects centred on children’s play, and the central argument here is that play, with its reference points in media, popular culture and traditional folkloric forms is a particular location for theory-building on the postdigital nature of contemporary lived experience.","PeriodicalId":153235,"journal":{"name":"Multimodality & Society","volume":"24 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-26DOI: 10.1177/26349795241241315
Angel MY Lin, Qinghua Chen
The release of ChatGPT in November 2022 has sparked great interest in Generative Artificial Intelligence (Gen AI). Discussions have arisen regarding whether Gen AI has passed the Turing Test, a measure of a machine’s ability to mimic human intelligence. There are also concerns about the potential threats posed by advanced AI to humanity. Using the lens of multimodal grammar, Cope and Kalantzis’s work offers a balanced analysis of Gen AI’s capabilities and limitations. This paper builds on their work, examining Gen AI’s strengths and weaknesses, and proposes trans-semiotizing the Turing Test to benchmark Gen AI.
2022 年 11 月发布的 ChatGPT 引发了人们对生成式人工智能（Gen AI）的极大兴趣。人们开始讨论 Gen AI 是否通过了图灵测试，这是衡量机器模仿人类智能能力的标准。人们还担心先进的人工智能会对人类构成潜在威胁。科普和卡兰茨斯的研究从多模态语法的角度，对人工智能的能力和局限性进行了平衡的分析。本文以他们的研究为基础，探讨了 Gen AI 的优势和劣势，并建议将图灵测试跨符号化，为 Gen AI 设定基准。
{"title":"Reflections on cope and kalantzis: How intelligent is generative AI? Towards trans-semiotizing the turing test","authors":"Angel MY Lin, Qinghua Chen","doi":"10.1177/26349795241241315","DOIUrl":"https://doi.org/10.1177/26349795241241315","url":null,"abstract":"The release of ChatGPT in November 2022 has sparked great interest in Generative Artificial Intelligence (Gen AI). Discussions have arisen regarding whether Gen AI has passed the Turing Test, a measure of a machine’s ability to mimic human intelligence. There are also concerns about the potential threats posed by advanced AI to humanity. Using the lens of multimodal grammar, Cope and Kalantzis’s work offers a balanced analysis of Gen AI’s capabilities and limitations. This paper builds on their work, examining Gen AI’s strengths and weaknesses, and proposes trans-semiotizing the Turing Test to benchmark Gen AI.","PeriodicalId":153235,"journal":{"name":"Multimodality & Society","volume":"86 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140378002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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