| 721 |
Context-Sensitive Multimodal Mobile Interfaces Speech and Gesture Based Information Seeking Interaction with Navigation Maps on Mobile Devices
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In: http://www.dfki.de/~sonntag/mobilehci2007.pdf
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| 722 |
Multimodal Communication on Tumblr: “I have so many feels!”
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In: http://info.ils.indiana.edu/%7Eherring/tumblr.pdf
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| 723 |
Effect of being seen on the production of visible speech cues. A pilot study on Lombard speech
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In: http://hal.univ-grenoble-alpes.fr/docs/00/99/07/20/PDF/GarnierMenardRichard-IS12-Final.pdf
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| 724 |
Received Day Month Day Revised Day Month Day Accepted Day Month Day
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In: http://www.iut.univ-paris8.fr/~pelachaud/AllPapers/IJHR06.pdf
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| 725 |
Sex-based Short-term Memory of Vocabulary Trained with Pease and Pease‟s Multimodality
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In: http://www.macrothink.org/journal/index.php/ijhrs/article/viewFile/2730/2670/
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| 726 |
‘Two Tongues Occupy My Mouth ’ – Poetry, Performance and the Moving Image
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In: http://www.parksidemedia.net/parkside_media/Two Tongues article.pdf
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| 727 |
Learning to Teach from Anticipating Lessons through Comics-Based Approximations of Practice.
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| 728 |
La afiliación en sesiones psicoterapéuticas: estudio multimodal de la interacción terapeuta-paciente desde el análisis de la conversación
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| 729 |
Sidekick humour in animated Disney films: the case of Mulan and Frozen. A semantic, pragmatic, and multimodal analysis
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| 730 |
Infants temporally coordinate gesture-speech combinations before they produce their first words
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| 732 |
Multimodal word meaning induction from minimal exposure to natural text
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| 733 |
Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis
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| 734 |
Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning
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| 735 |
Multimodalidad y Patrimonio Cultural Inmaterial (PCI)
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Abstract:
A partir de la necesidad de abordar el registro, el estudio y la transmisión de la multimodalidad y multisensorialidad del PCI, se plantea una reflexión sobre la metodología y los medios tecnológicos más idóneos para su documentación, su estudio y para la transmisión patrimonial. Ante la complejidad que supone anotar, analizar e investigar las manifestaciones del Patrimonio Cultural Inmaterial, se realiza un primer acercamiento a los postulados del análisis multimodal del discurso (AMD). Este paradigma emergente en el campo de los estudios del discurso amplía el análisis lingüístico al análisis del lenguaje en combinación con otros recursos modales (O’Halloran, 2004 y 2012). Se toma como punto de partida el análisis sensorial del PCI y se concluye que debe ser estudiado con hipertextos multimodales. Este nuevo género exige, a su vez, una alfabetización o aprendizaje multimodal en el seno de las llamadas nuevas alfabetizaciones (Jewitt, 2009; Cassany, 2012; Street et al., 2009). ; KOMren multimodalitatearen eta multisentsorialtasunaren erregistroa, azterketa eta transmisioa jorratzeko beharretik abiatuz, haiek dokumentatzeko, aztertzeko eta ondarearen transmisiorako egokienak diren metodologiari eta baliabide teknologikoei buruzko gogoeta bat proposatzen da. Kultura Ondare Materiagabearen agerpenak jaso, aztertu eta ikertzeko zeregina korapilatsua dela-eta, diskurtsoaren azterketa multimodalaren (DAM) oinarrietara lehen hurbilketa bat egiten da. Diskurtsoaren azterketen eremuan goraka doan paradigma honek hizkuntza analisia lengoaiaren analisira zabaltzen du beste baliabide modal batzuekin batera (O’Halloran, 2004 y 2012). KOMren azterketa sentsoriala abiapuntutzat hartu eta hipertestu multimodalekin aztertu behar dela ondorioztatzen da. Aldi berean, genero berri honek alfabetatze edo ikaskuntza multimodal bat eskatzen du alfabetatze berriak deritzatenen (Jewitt, 2009; Cassany, 2012; Street et al. 2009) barruan. ; Given the need to approach the recording, study and transmission of multimodality and multisensoriality of ICH, this paper proposes a reflection on the most appropriate methodology and technological means for its documentation, study and transmission. Given the complexity of annotating, analyzing and researching the manifestations of the Intangible Cultural Heritage, a first approach to the postulates of multimodal discourse analysis (AMD) is made. This emerging paradigm in the field of discourse studies extends linguistic analysis to that of language in combination with other modes of communication (O’Halloran, 2004 & 2012). This paper endorses a sensory analysis of the ICH and concludes that it should be studied as multimodal hypertexts. This new genre requires, in turn, multimodal literacy or multimodal learning within new literacies (Jewitt, 2009; Cassany, 2012; Street et al. 2009).
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Keyword:
Aprendizaje multimodal; Eredu sentsoriala; Ikaskuntza multimodala; Intangible Cultural Heritage; Kultura Ondare Materiagabea; Modelo sensorial; Multimodal learning; Multimodalidad; Multimodalitatea; Multimodality; Patrimonio cultural inmaterial; Sensory model
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URL: https://hdl.handle.net/2454/22721
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| 736 |
WebQuests: tecnologias, multiletramentos e a formação do professor de inglês para a era do ciberespaço
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In: Revista Brasileira de Linguística Aplicada, Vol 12, Iss 4, Pp 861-882
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| 737 |
Gêneros, multimodalidade e letramentos
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 3, Pp 581-612
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