An examination of learner multimodal negotiation during collaborative work within a literature classroom context
Abstract
“The current study explores students’ use of semiotic resources when reconstructing meaning from a literary text into a multimodal representation. According to Van Leeuwen (2005), semiotic resources or modes are the actions, materials and artefacts that are used to create and communicate meaning. These can range from visual, aural and tactile resources (e.g. color, text, and sound, among others) and may adopt a variety of non-traditional reading paths. Each one of these resources individually communicate a message, but can also interact and come together into a multimodal ensemble; combining to form meaning. Kress and Van Leeuwen (2001), define multimodality as the “use of several semiotic modes in the design of a semiotic product or event, together with the particular way in which these modes are combined” (p. 20). Thus, there are multiple modes available for meaning making, and each represents a resource for students’ individual construction of meaning. Moreover, when working in groups, students must interact and negotiate in order to achieve a group representation of meaning. Within these negotiations, there are also verbal and non-verbal interaction modes (e.g. gestures, body postures, words, grammatical constructions, among others) that influence the process of reaching agreement”.
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