A multimodal approach to academic literacy practices: problematising the visual/verbal divide

 

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dc.contributor.author Archer, Arlene en_ZA
dc.date.accessioned 2014-11-29T17:33:28Z
dc.date.available 2014-11-29T17:33:28Z
dc.date.issued 2006 en_ZA
dc.identifier.citation Archer, A. 2006. A multimodal approach to academic literacy practices: problematising the visual/verbal divide. Language and Education. en_ZA
dc.identifier.issn 0950-0782 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/9835
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis in Language and Education on 22 December 2008, available online: http://www.tandfonline.com/10.2167/le677.0. en_ZA
dc.description.abstract There has tended to be an overemphasis on the teaching and analysis of the mode of writing in 'academic literacies' studies, even though changes in the communication landscape have engendered an increasing recognition of the different semiotic dimensions of representation. This paper tackles the logocentrism of academic literacies and argues for an approach which recognises the interconnection between different modes, in other words, a 'multimodal' approach to pedagogy and to theorising communication. It explores multimodal ways of addressing unequal discourse resources within the university with its economically and culturally diverse student body. Utilising a range of modes is a way of harnessing the resources that the students bring with them. However, this paper does not posit multimodality as an alternative way of inducting students into academic writing practices. Rather, it explores what happens when different kinds of 'cultural capital' (Bourdieu, 1991) encounter a range of generic forms, modes and ways of presenting information. It examines how certain functions are distributed across modes in students' texts in a first year engineering course in a South African university (specifically scientific discourse and student affect) and begins to problematise the visual/verbal distinction. en_ZA
dc.language.iso eng en_ZA
dc.publisher Taylor & Francis en_ZA
dc.source Language and Education en_ZA
dc.source.uri http://www.tandfonline.com/10.2167/le677.0 en_ZA
dc.subject multimodality en_ZA
dc.subject access en_ZA
dc.subject academic literacy en_ZA
dc.subject social semiotic en_ZA
dc.subject scientific discourse en_ZA
dc.title A multimodal approach to academic literacy practices: problematising the visual/verbal divide en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
dc.publisher.department Academic Development Programme (ADP) en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Archer, A. (2006). A multimodal approach to academic literacy practices: problematising the visual/verbal divide. <i>Language and Education</i>, http://hdl.handle.net/11427/9835 en_ZA
dc.identifier.chicagocitation Archer, Arlene "A multimodal approach to academic literacy practices: problematising the visual/verbal divide." <i>Language and Education</i> (2006) http://hdl.handle.net/11427/9835 en_ZA
dc.identifier.vancouvercitation Archer A. A multimodal approach to academic literacy practices: problematising the visual/verbal divide. Language and Education. 2006; http://hdl.handle.net/11427/9835. en_ZA
dc.identifier.ris TY - Journal Article AU - Archer, Arlene AB - There has tended to be an overemphasis on the teaching and analysis of the mode of writing in 'academic literacies' studies, even though changes in the communication landscape have engendered an increasing recognition of the different semiotic dimensions of representation. This paper tackles the logocentrism of academic literacies and argues for an approach which recognises the interconnection between different modes, in other words, a 'multimodal' approach to pedagogy and to theorising communication. It explores multimodal ways of addressing unequal discourse resources within the university with its economically and culturally diverse student body. Utilising a range of modes is a way of harnessing the resources that the students bring with them. However, this paper does not posit multimodality as an alternative way of inducting students into academic writing practices. Rather, it explores what happens when different kinds of 'cultural capital' (Bourdieu, 1991) encounter a range of generic forms, modes and ways of presenting information. It examines how certain functions are distributed across modes in students' texts in a first year engineering course in a South African university (specifically scientific discourse and student affect) and begins to problematise the visual/verbal distinction. DA - 2006 DB - OpenUCT DP - University of Cape Town J1 - Language and Education KW - multimodality KW - access KW - academic literacy KW - social semiotic KW - scientific discourse LK - https://open.uct.ac.za PB - University of Cape Town PY - 2006 SM - 0950-0782 T1 - A multimodal approach to academic literacy practices: problematising the visual/verbal divide TI - A multimodal approach to academic literacy practices: problematising the visual/verbal divide UR - http://hdl.handle.net/11427/9835 ER - en_ZA


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