Multimodal Analysis in Literacy Research

Bibliographic Data

ID23726255
AuthorsGrace Myhyun Kim (0000-0002-5991-3491), Jennifer Higgs (0000-0002-7780-9292)
Year2025
Pages1-6
Publication date2025-05-26
Peer ReviewedYes
Open AccessYes
TypeCHAPTER
VenueEncyclopedia of Applied Linguistics (SOURCE_BOOK)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781405198431.wbeal20262
OpenAlexW4410749766
ISBN9781405198431
LanguageEN
References cited24

Multimodality is interested in the varied ways, meaning is made and communicated in everyday life. Over the past 30 years, multimodal approaches have proliferated within literacy research, especially sociocultural studies. While multimodality and sociocultural literacy have different origins, traditions, and histories, they share an understanding that meaning making is an ideological endeavor situated in and shaped by social, historical, cultural, and political contexts. Evolving communicational and representational environments have prompted sustained empirical attention to new modal configurations, text types, and social relations among sign makers, as well as what methodological approaches are available for research within these new environments. This entry provides an overview of perspectives and analytic tools that sociocultural literacy scholars have employed in their examinations of multimodal texts and the processes of sign makers. It also raises questions and considerations regarding the future of multimodal literacy research, particularly in relation to how methodological decisions can support equitable and socially just literacy research.

Data science · Literacy · Pedagogy · Computer Science · Digital Storytelling and Education · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Psychology

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