Resources

Unit 1. Navigating a diverse field

Chapter overview

Learning objectives

Study unit 1 will help you to:

  • Engage critically with the notion of multimodality
  • Assess the centrality of multimodality in a study
  • Position yourself in the diverse field of multimodality

Overview of Chapter 1

Topics

  • What is multimodality?
  • What makes a study ‘multimodal’?
  • Three approaches to multimodal research.

Summary

We started Chapter 1 by asking, ‘What is multimodality?’ We explored how the term multimodality is used in the academic world. We showed that exactly how it is articulated and operationalized varies across and within the different disciplines and research traditions.

This led us to explore the question of ‘What makes a multimodal study?’ We suggested the need to assess the centrality of multimodality in a study through consideration of its aims, theory, and method. We distinguished between two types of multimodal study:

  • Doing multimodality: designing a study in which multimodality is central to aims/research questions, theory and method;
  • Adopting multimodal concepts: designing a study in which multimodality concepts (such as ‘mode’, ‘semiotic resource’) are used selectively.

We made the case that it is difficult and potentially problematic to talk of multimodality without making explicit the theoretical and methodological position being taken. Three approaches to doing multimodal research were introduced; systemic functional linguistics, social semiotics and conversation analysis. We discussed the shared features of these three approaches. The distinctive features of each approach were summarized to show how each is grounded in a distinct discipline, with a distinct theoretical and methodological outlook.

Study questions

Read Chapter 1 and think about how you would answer the questions below. Make notes of your responses and review them when you have completed the study guide.

  1. What does the term ‘multimodality’ mean to you?
  2. In your view, what would make a study not count as ‘multimodal’?
  3. What would doing multimodality or adopting multimodal concepts mean for a study in your area of research?
  4. Reflecting on the three summary descriptions of multimodal approaches (pages 8 to 11), which one connects best with your interests?

Exercises

Exercise 1.1: Defining multimodality

The term multimodality is widely used and articulated and operationalized differently across different disciplines and traditions.

  • Compare the definition of multimodality given in Chapter 1 (page 3) with the definition given or implied in one of the key readings for this book.
  • What differences and similarities are there between these definitions?
  • How would you define multimodality?

Tip: When you design your multimodal study you will need to have a clear (working) definition of multimodality.

Exercise 1.2: Evaluating the centrality of multimodality to a study

Review the discussion of what makes a study multimodal in Chapter 1 (see pages 5–6).

  • Identify some recent publications that have ‘multimodal’ or ‘multimodality’ in the title.
  • Read the paper and use the questions below to summarize its aims, research questions, theoretical framework, methodology and findings:

    • Does it address research questions about meaning, communication, discourse, or interaction?
    • Does the study aim to contribute to the development of a theory of multimodality?
    • What is the place of ‘multimodality’ in the theoretical framework of the study?
    • Is multimodality a central concept, or is it referenced but not expanded on?
    • Do the collected materials include documentation of artefacts and/or interactions?
    • Do the researchers attend to a number of means of meaning making?
    • Do they give equally systematic attention to all?

  • What can you say about the centrality of ‘multimodality’ in each part of the paper?
  • Would you assess the paper as ‘doing multimodality’ or‘adopting multimodal concepts’?

Tip: You will need to be clear about the place of multimodality in your study, that is whether you are ‘doing’ multimodality or ‘adopting’ multimodal concepts.

Exercise 1.3: Compare how different multimodal approaches frame a study

In Chapter 1 we discussed the features of three approaches to multimodality and their implications for the kind of research questions a study can address, the materials that need to be collected, and the analysis that can be undertake.

  • Read Emma Tarlo’s (2007) study on the hijab as a visible indicator of difference in multicultural London.
  • Address the following question: which approach(es) outlined in this book could you adopt for a study on dress in public spaces and why?
  • With attention to each of the possible approaches you have identified, formulate research questions and detail what materials you would be analysing in the respective frameworks.
  • Which approach would you choose as the most apt for such a study and why?

Tip: You will need to choose the most apt approach for your study. You will need to give a rationale for that choice, explaining why that approach is more apt than another.

Reference

Tarlo, E. (2007). Islamic cosmopolitanism: The sartorial biographies of three Muslim women in London. Fashion Theory: The Journal of Dress, Body & Culture 11(2–3), 143–172.