Unsworth applies Halliday's SFL analysis to multimodal texts. Brings together from a range of studies concepts for describing the semiotics of image and word and crucially how these modes make meaning in combination with each other. Cases mostly drawn from books for children.
New technologies are being used in schools.This article reports on a case study of one teacher’s work to integrate an interactive whiteboard (IWB) into a primary classroom.
Hallidayan systemic functional descriptions of language, mainly focussed on verbal grammar, with the social semiotic descriptions of the meaning-making resources of images described in a grammar of visual design proposed by Kress and van Leeuwen. However, current research indicates that articulating discrete visual and verbal grammars is not sufficient to account for meanings made at the intersection of language and image. This paper adopts a systemic functional semiotic perspective in outlining a range of different types of such meanings in different kinds of texts, suggesting the significance of such meanings in comprehending and composing contemporary multimodal texts, and the importance of developing an appropriate metalanguage to enable explicit discussion of these meaning-making resources by teachers and students
The article explores the changes in digital technology over the years and considers how these changes have impacted on the meaning making resources of multimodal ensembles.
A comparison of texts through the decades looking at how multimodal tools for textual analysis can explain changes from a social, pedagogic and semiotic perspective.
In this paper
A focus on the reshaping of the entity „character‟ in the transformation of the novel Of
Mice and Men (Steinbeck, 1937), to CD-ROM (1996)- interesting but not as relevant to primary
R. Utescher, and S. Zarrieß. Proceedings of the Third Workshop on Beyond Vision and LANguage: inTEgrating Real-world kNowledge (LANTERN), page 53--60. Kyiv, Ukraine, Association for Computational Linguistics, (April 2021)