Textuality is often thought of in linguistic terms; for instance, the talk and writing that circulate in the classroom. In this paper I take a multimodal perspective on textuality and context. I draw on illustrative examples from school Science and English to examine how image, colour, gesture, gaze, posture and movement—as well as writing and speech—are mobilized and orchestrated by teachers and students, and how this shapes learning contexts. Throughout the paper I discuss the issues raised by a multimodal perspective for the conceptualization of text and learning context, and how this approach can contribute to learning and pedagogy more generally. I suggest that attending to the full ensemble of communicative modes involved in learning contexts enables a richer view of the complex ways in which curriculum knowledge (and policy) is mediated and articulated through classroom practices.
S. Dumais, G. Buscher, und E. Cutrell. Proceeding of the third symposium on Information interaction in context, Seite 185--194. New York, NY, USA, ACM, (2010)
L. Nacke, S. Stellmach, D. Sasse, und C. Lindley. Proceedings of the 5th Conference on Communication by Gaze Interaction – COGAIN 2009: Gaze Interaction For Those Who Want It Most, Seite 49-54. Lyngby, Denmark, The COGAIN Association, The COGAIN Association, (2009)available online.
S. Vickers, H. Istance, A. Hyrskykari, N. Ali, und R. Bates. Proceedings of the 7th International conference on disability, virtual reality and associated technologies: ICDVRAT 2008, (September 2008)