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

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dc.contributor.authorArcher, Arleneen_ZA
dc.date.accessioned2014-11-29T17:33:28Z
dc.date.available2014-11-29T17:33:28Z
dc.date.issued2006en_ZA
dc.descriptionThis 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.abstractThere 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.identifier.apacitationArcher, A. (2006). A multimodal approach to academic literacy practices: problematising the visual/verbal divide. <i>Language and Education</i>, http://hdl.handle.net/11427/9835en_ZA
dc.identifier.chicagocitationArcher, Arlene "A multimodal approach to academic literacy practices: problematising the visual/verbal divide." <i>Language and Education</i> (2006) http://hdl.handle.net/11427/9835en_ZA
dc.identifier.citationArcher, A. 2006. A multimodal approach to academic literacy practices: problematising the visual/verbal divide. Language and Education.en_ZA
dc.identifier.issn0950-0782en_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
dc.identifier.urihttp://hdl.handle.net/11427/9835
dc.identifier.vancouvercitationArcher 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.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceLanguage and Educationen_ZA
dc.source.urihttp://www.tandfonline.com/10.2167/le677.0en_ZA
dc.subjectmultimodalityen_ZA
dc.subjectaccessen_ZA
dc.subjectacademic literacyen_ZA
dc.subjectsocial semioticen_ZA
dc.subjectscientific discourseen_ZA
dc.titleA multimodal approach to academic literacy practices: problematising the visual/verbal divideen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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