Masterclass on Multimodality | Arne Krause

BREMEN MASTERCLASSES ON MULTIMODALITY
11 Januar 2017 | 12.15-13.45 | GW2 B3010

Multimodality in Academic Teaching and Learning

Arne Krause
University of Hamburg

Abstract
Academic teaching and learning is obviously multimodal. Especially the widespread use of visual media in academic teaching points to the importance of applying theoretical frameworks that incorporate multimodality. Still, due to the complexity of the knowledge that is processed in universities, most analyses of academic teaching and learning focus on language. Whilst there are a few recent exceptions such as the contributions in Archer/Breuer (2016) and Fortanet Gómez/Crawford Camiciottoli (2015) or the analyses of Jörissen (2013) and Brinkschulte (2015), there are still many aspects of multimodality in academic teaching and learning to be addressed.
Looking into data from the euroWiss-project, a research project on the comparative analysis of academic teaching and learning (cf. Thielmann/Redder/Heller 2015), this presentation will give insights into the knowledge transfer in academic lectures as well as into studential notes taken in the analyzed lectures. The analysis will be approached from the perspective of the action-centered language theory Functional Pragmatics (cf. Redder 2008). Thus, the presentation will be focusing on methodological, empirical and theoretical aspects of linguistic multimodality.

References
Archer, A. and E. O. Breuer (2016), Multimodality in Higher Education. Leiden: Brill.
Brinkschulte, M. (2015), (Multi-)mediale Wissensübermittlung in Vorlesungen. Diskursanalytische Untersuchungen zur Wissensübermittlung am Beispiel der Wirtschaftswissenschaft, Heidelberg: Synchron.
Fortanet Gómez, I. and B. Crawford Camiciottoli (eds) (2015a), Multimodal Analysis in Academic Settings. From Research to Teaching, London: Routledge.
Redder, A. (2008), ‘Functional Pragmatics’, in G. Antos and E. Ventola (eds), Handbook of Interpersonal Communication, 133–178, Berlin: de Gruyter.
Thielmann, W., A. Redder and D. Heller (2015), ‘Linguistic Practice of Knowledge Mediation at German and Italian Universities’, European Journal of Applied Linguistics 3(2): 231–253.

BREMEN MASTERCLASSES ON MULTIMODALITY
11 January 2017 | 12.15-13.45 | GW2 B3010

Multimodality in Academic Teaching and Learning

Arne Krause
University of Hamburg

Abstract
Academic teaching and learning is obviously multimodal. Especially the widespread use of visual media in academic teaching points to the importance of applying theoretical frameworks that incorporate multimodality. Still, due to the complexity of the knowledge that is processed in universities, most analyses of academic teaching and learning focus on language. Whilst there are a few recent exceptions such as the contributions in Archer/Breuer (2016) and Fortanet Gómez/Crawford Camiciottoli (2015) or the analyses of Jörissen (2013) and Brinkschulte (2015), there are still many aspects of multimodality in academic teaching and learning to be addressed.
Looking into data from the euroWiss-project, a research project on the comparative analysis of academic teaching and learning (cf. Thielmann/Redder/Heller 2015), this presentation will give insights into the knowledge transfer in academic lectures as well as into studential notes taken in the analyzed lectures. The analysis will be approached from the perspective of the action-centered language theory Functional Pragmatics (cf. Redder 2008). Thus, the presentation will be focusing on methodological, empirical and theoretical aspects of linguistic multimodality.

References
Archer, A. and E. O. Breuer (2016), Multimodality in Higher Education. Leiden: Brill.
Brinkschulte, M. (2015), (Multi-)mediale Wissensübermittlung in Vorlesungen. Diskursanalytische Untersuchungen zur Wissensübermittlung am Beispiel der Wirtschaftswissenschaft, Heidelberg: Synchron.
Fortanet Gómez, I. and B. Crawford Camiciottoli (eds) (2015a), Multimodal Analysis in Academic Settings. From Research to Teaching, London: Routledge.
Redder, A. (2008), ‘Functional Pragmatics’, in G. Antos and E. Ventola (eds), Handbook of Interpersonal Communication, 133–178, Berlin: de Gruyter.
Thielmann, W., A. Redder and D. Heller (2015), ‘Linguistic Practice of Knowledge Mediation at German and Italian Universities’, European Journal of Applied Linguistics 3(2): 231–253.