Multimodality Reading groups

Multimodality: Social semiotic and discourse analysis perspectives

Multimodality has in the recent years shifted our attention to meanings realised in modes other than the linguistic. Research in different disciplines has adopted multimodal perspectives, while the growing interest in multimodality has created a range of approaches that converse with various epistemologies. The two reading groups offered by the Centre for Multimodal Research this year will explore multimodality as it emerged in the work of Gunther Kress. This foregrounds the social semiotic, communication and discourse analytical perspectives. Marking almost a year from Gunther Kress’s death, the first session in both series will offer an introduction to his work. It will also include an introduction to multimodality and will set the agenda for the discussions in the light of the participants’ interests. No prior knowledge of the subject is required. However, participants are expected to engage in discussions and make short presentations on the basis of their readings from the list below.

SPRING TERM: March 30, 31, April 1, 2  10:00-12:00 and 13:00-15:00

Room 803, Institute of Education, 20 Bedford Way, London WC1H 0AL

Facilitators: Sophia Diamantopoulou and Jonathan Stoddart

This is an intensive programme entailing readings and seminars in multimodal discourse analysis and social semiotics. The sessions are run in collaboration with the Academic Writing Centre and are particularly tailored to the needs of MA students who are using relevant interpretative frameworks in their essays or MA thesis.

Registration will be open on 28.02.2020

SUMMER TERM: Wednesdays May 20, 27, June 3, 10 14:00-16:30

Room 803, Institute of Education, 20 Bedford Way, London WC1H 0AL

Facilitator: Sophia Diamantopoulou

This series of four two-hour sessions involves readings and discussions foregrounding research methods in multimodal research. Participants are encouraged to bring data from their own research for discussion in the light of the readings. These sessions are primarily for researchers who are using this interpretative framework and are interested in discussing their data in the light of the readings. These sessions are also open to non-UCL research students and staff. Online participation will be possible for a limited number of external participants.

The sessions will be followed by the Visual and Multimodal Forum talks with various international speakers and participants are encouraged to participate in the discussion.

For more information visit: https://multimodalforum.wordpress.com/

Registration will be open on 28.02.2020

Registration

The reading groups are offered by the UCL Centre for Multimodal Research and are open to all academic staff, postgraduate students at UCL, as well as visiting scholars with an interest in multimodality. The sessions are free to attend and can be booked online when the registration opens on the 28.02.2020. There are places for 25 participants in each session and priority will be offered to those who can attend all sessions in each series. Participants will be notified in advance about the readings for each week. Please contact sophia.diamantopou@ucl.ac.uk for any further information regarding your registration.

Readings

Bezemer, J., Jewitt, C., Diamantopoulou, S., Kress, G., & Mavers, D. (2012). Using a social semiotic approach to multimodality : researching learning in schools, museums and hospitals ((NCRM Working Paper Series).). NCRM

Bezemer, J. and Kress, G. (2016). Multimodality, Learning and Communication: A social Semiotic Frame. London: Routledge

Jewitt, C., Bezemer, J. and O’Halloran, K. (2016). Introducing Multimodality. London: Routledge

Kress, G. (1997). Before Writing: Rethinking the Paths to Literacy. London: Routledge

Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. Abingdon: Routledge

Kress, G. (2011).  Discourse analysis and education: A multimodal social semiotic approach. In R. Rogers (Ed.), An Introduction to Critical Discourse Analysis in Education. New York: Routledge