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- Herausgeber: John Wiley & Sons
- Kategorie: Geisteswissenschaft
- Sprache: Englisch
A guide that offers a step-by-step process to data-driven qualitative multimodal discourse analysis Systematically Working with Multimodal Data is a hands-on guide that is theoretically grounded and offers a step-by-step process to clearly show how to do a data-driven qualitative Multimodal Discourse Analysis (MDA). This full-color introductory textbook is filled with helpful definitions, notes, discussion points and tasks. With illustrative research examples from YouTube, an Experimental and a Video Ethnographic Study, the text offers many examples of how to deal with small to large amounts of data, including information on how to transcribe video data multimodally, including online videos, and how to analyze the data. This textbook contains ample theory, directions for literature, and a teaching guide to help with a clear understanding of how to work with multimodal data. * Contains new research data, exceptional illustrations and diagrams * Offers step-by-step processes of working through examples, transcriptions and online videos * Goes into great depth so that students can use the book as hands-on material to engage with their own data analysis * Designed to be easy-to-use with color-coded definitions, tasks, discussion points and notes Written for advanced undergraduate, graduate and PhD level students, as well as participants in research workshops, Systematically Working with Multimodal Data is an authoritative guide to understanding data-driven qualitative Multimodal Discourse Analysis.
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Table of Contents
Cover
List of Figures
List of Tables
Acknowledgments
About the Companion Website
Chapter 1: Introduction
1.0 Introduction to the Book
What This Book is About
Systematically Working with Video Data: Phases I–V
How to Use This Book
1.1 Brief Introduction to Multimodal Discourse Analysis
Multimodal Discourse Analysis: Some Other Research
Multimodal Discourse Analysis: Research Underpinning This Book
Mediated Discourse Theory
Philosophy and Theory
Timing and Rhythm
Chapter 2: Background
2.0 Philosophical and Theoretical Background
Philosophical Underpinnings
Multimodal Mediated Theory: Basic Theoretical Concepts
2.1 Development of Scollon’s Philosophical Thought
Scollon Referenced Vygotsky and Nishida
Scollon's Theory: Some Musings
Scollon's Practice: Some Musings
Philosophical and Theoretical Background: Summary
Chapter 3: Systematically Working with Multimodal Data Phase I
3.0 Phase I
So, Where Do We Begin?
Phase I: Data Collection
Phase I: Summary
Research Projects
3.1 Systematically Working with Small Data Sets/Data Pieces
A Step‐by‐Step Guide to Analyze a YouTube Video
Phase I: Data Collection
Phase I: Summary
3.2 Systematically Working with Medium‐Sized Data Sets
A Step‐by‐Step Guide to Analyze Experimental Data
Phase I: Data Collection
Phase I: Summary
3.3 Systematically Working with Large Data Sets
A Step‐By‐Step Guide to Analyze Video Ethnographic Data
Phase I: Data Collection
Phase I: Summary
Chapter 4: Systematically Working with Multimodal Data Phase II
4.0 Phase II
So, Where Do We Begin?
Phase II: Delineating the Data
Phase II: Summary
4.1 Systematically Working with Small Data Sets/Data Pieces
A Step‐by‐Step Guide to Analyze a YouTube Video
Phase II: Delineating the Data
Phase II: Summary
4.2 Systematically Working with Medium‐Sized Data Sets
A Step‐by‐Step Guide to Analyze Experimental Data
Phase II: Delineating the Data
Phase II: Summary
4.3 Systematically Working with Large Data Sets
A Step‐by‐Step Guide to Analyzing Video Ethnographic Data
Phase II: Delineating the Data
Phase II: Summary
Chapter 5: Systematically Working with Multimodal Data: Phase III
5.0 Phase III
So, Where Do We Begin?
Phase III: Selecting Data Pieces for Micro Analysis
Phase III: Summary
5.1 Systematically Working with Small Data Sets/Data Pieces
A Step‐by‐Step Guide to Analyze a YouTube Video
Phase III: Selecting Data Pieces for Micro Analysis
Phase III: Summary
5.2 Systematically Working with Medium‐Sized Data Sets
A Step‐by‐Step Guide to Analyze Experimental Data
Phase III: Selecting Data Pieces for Micro Analysis
Phase III: Summary
5.3 Systematically Working with Large Data Sets
A Step‐by‐Step Guide to Analyze Video Ethnographic Data
Phase III: Selecting Data Pieces for Micro Analysis
Phase III: Summary
Chapter 6: Systematically Working with Multimodal Data Phase IV
6 Phase IV
So, Where Do We Begin?
Phase IV: Transcribing Data Using Multimodal Transcription Conventions
Phase IV: Transcribing Data Using Multimodal Transcription Conventions – Things to Remember
Chapter 7: Systematically Working with Multimodal Data Phase V
7 Phase V
Phase V: Summary
Chapter 8: Systematically Working with Multimodal Data
8 A Quick Guide for Instructors
A Quick Guide for Undergraduate‐Class Instructors
A Quick Guide for Graduate‐Course Instructors
A Quick Guide for PhD Seminar Instructors and Research Team Leaders
References
Index
End User License Agreement
List of Tables
Chapter 3a
Table 3.1 Data collection table.
Chapter 3c
Table 3.3 Sample of a data collection table for our experimental stud...
Chapter 3d
Table 3.4 Sample of a data collection table for our video ethnographi...
Chapter 4a
Table 4.1 Data set table.
Chapter 4c
Table 4.2 The
data set:
comprising three dyads working on two tasks e...
Chapter 4d
Table 4.3 (Part of)
a full data set:
comprising participants (adults ...
Chapter 5a
Table 5.1 Higher‐level mediated action table of an imaginary data set...
Table 5.2 Bundled higher‐level mediated action table of an imaginary ...
Chapter 5b
Table 5.3 Higher‐level mediated action table YouTube example.
Table 5.4
Incorrect
higher‐level mediated action table YouTube example.
Table 5.5 Color coded bundles of higher‐level mediated action table YouTube...
Table 5.6 Bundled higher‐level mediated action table YouTube example....
Chapter 5c
Table 5.7 Higher‐level mediated action table teamwork example. Reprod...
Table 5.8
Incorrect
higher‐level mediated action table teamwork example. Reproduc...
Table 5.9 Color coded bundles of higher‐level mediated action table t...
Table 5.10 Bundled higher‐level mediated action table teamwork exampl...
Chapter 5d
Table 5.11 Higher‐level mediated action table video ethnography examp...
Table 5.12 Incorrect higher‐level mediated action table video ethnogr...
Table 5.13 Color coded bundles of higher‐level mediated action table ...
Table 5.14 Bundled higher‐level mediated action table video ethnograp...
List of Illustrations
Chapter 2a
Figure 2.1 Mediated action: feeding a baby dragon.
Chapter 3a
Figure 3.1 Ethical considerations: people have a basic right
not
to take part i...
Figure 3.2 Recording in public places where we were not interested in particula...
Figure 3.3 A specific individual recorded in public places: a need for consent....
Figure 3.4 Position of researchers and camera in relation to the video recorded...
Chapter 3b
Figure 3.5 Snapshot of screen on the day the YouTube clip was selected as data ...
Figure 3.6 The researcher as viewer and multimodal analyst of the video.
Chapter 3c
Figure 3.7 Diagram 1 – birdseye view of the table and computer set up.
2
Figure 3.8 Position of the researcher in room A.
2
Figure 3.9 Position of the researcher in room B.
2
Figure 3.10 A view of all collected data of one dyadic team working via video c...
Chapter 3d
Figure 3.11 Position of the researchers while recording Family 2.
Figure 3.12 A view of all collected data of Family 2’s video conferencing (inte...
Chapter 4a
Figure 4.1 The site of engagement that embraces the researcher(s) and the data ...
Figure 4.2 Screenshot of a representative data piece.
Figure 4.3 The site of engagement that embraces the researcher and a
data piece
Chapter 4b
Figure 4.4 The site of engagement of the
data set
: YouTube clip from Ellentube ...
Figure 4.5 The site of engagement of a YouTube video data set that includes the...
Figure 4.6 A
data piece
:
Kai Sings “Cake by the Ocean”
.
Figure 4.7 The site of engagement of a researcher/viewer watching/analyzing the...
Chapter 4c
Figure 4.8
Sub‐data set
: comprising the large scale higher‐level mediate...
Figure 4.9 Site of engagement of the entire data set including the researcher(s...
Figure 4.10 Data: a screenshot of a dyad working on a task via video conferenci...
Figure 4.11 Site of engagement: researcher analyzing the recorded (inter)action...
Chapter 4d
Figure 4.12
Sub‐data set
: comprising the large scale higher‐level mediat...
Figure 4.13 Site of engagement of the entire data set including the researcher(...
Figure 4.14 A site of engagement that embraces the researchers and a one‐family...
Figure 4.15 Data: a screenshot of a recorded video conferencing (inter)action. ...
Figure 4.16 Site of engagement: researcher analyzing the recorded video confere...
Chapter 5b
Figure 5.1 A narrow site of engagement for micro analysis example YouTube.
Chapter 5c
Figure 5.2 A narrow site of engagement for micro analysis teamwork example.
Chapter 5d
Figure 5.3 A narrow site of engagement for micro analysis example family video ...
Chapter 6a
Figure 6.1 Transcript of the broader layout of the stages in the YouTube clip
K
...
Figure 6.2 Layout of the first 40 seconds in the video clip – camera angles.
Figure 6.3 Layout transcript for the first 6 seconds, YouTube example.
Figure 6.4 Proxemics transcript for the mother of the triplets. Reproduced with...
Figure 6.5 Upper‐body posture transcript for the man in the dyad.
Figure 6.6 Leg and foot movement transcript for the man in the dyad.
Figure 6.7 Noting times and actions.
Figure 6.8 Gesture transcript of the man on the right in the images. Reproduced...
Figure 6.9 Gaze transcript for the woman with the pony tail.
Figure 6.10 Head‐movement transcript (Images 1–8) for the woman with the pony t...
Figure 6.11 Head‐movement transcript (Images 9–18) for the woman with the pony ...
Figure 6.12 Facial expression transcript.
Figure 6.13 Object handling transcript for the man in the dyad.
Figure 6.14 Spoken language transcript overlaid over the top of the gesture tra...
Figure 6.15 Written language/image transcript.
Figure 6.16 Producing a final transcript: gaze and head‐movement transcript col...
Chapter 7a
Figure 7.1 Natural experienced time cycles and rhythms.
Guide
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Table of Contents
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Systematically Working with Multimodal Data
Research Methods in Multimodal Discourse Analysis
Sigrid Norris
This edition first published 2019© 2019 John Wiley & Sons, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
The right of Sigrid Norris to be identified as the author of this work has been asserted in accordance with law.
Registered OfficeJohn Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA
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Library of Congress Cataloging‐in‐Publication Data
Names: Norris, Sigrid, 1961– author.Title: Systematically working with multimodal data : research methods in multimodal discourse analysis / Sigrid Norris.Description: Hoboken, NJ : John Wiley & Sons, 2019. | Includes bibliographical references and index. |Identifiers: LCCN 2018027393 (print) | LCCN 2018058184 (ebook) | ISBN 9781119168331 (Adobe PDF) | ISBN 9781119168348 (ePub) | ISBN 9781119168317 (hardcover) | ISBN 9781119168324 (pbk.)Subjects: LCSH: Discourse analysis–Technology. | Discourse analysis–Study and teaching. | Modality (Linguistics)Classification: LCC P302.865 (ebook) | LCC P302.865 .N67 2018 (print) | DDC 401/.41–dc23LC record available at https://lccn.loc.gov/2018027393
Cover Design: WileyCover Image: © Peshkova/iStock.com
To Alan
List of Figures
Figure 2.1
Mediated action: feeding a baby dragon.
Figure 3.1
Ethical considerations: people have a basic right not to take part in a study.
Figure 3.2
Recording in public places where we were not interested in particular individuals’ actions: no need for consent.
Figure 3.3
A specific individual recorded in public places: a need for consent. Reproduced with permission of the participant.
Figure 3.4
Position of researchers and camera in relation to the video recorded (inter)action.
Figure 3.5
Snapshot of screen on the day the YouTube clip was selected as data piece.
Figure 3.6
The researcher as viewer and multimodal analyst of the video.
Figure 3.7
Diagram 1 – birdseye view of the table and computer set up.
Figure 3.8
Position of the researcher in room A.
2
Figure 3.9
Position of the researcher in room B.
2
Figure 3.10
A view of all collected data of one dyadic team working via video conferencing technology, collated, synchronized, and time stamped. Reproduced with permission of the participants.
Figure 3.11
Position of the researchers while recording Family 2. Reproduced with permission of the participants.
Figure 3.12
A view of all collected data of Family 2’s video conferencing (inter)action, collated, synchronized, and time stamped. Reproduced with permission of the participants.
Figure 4.1
The site of engagement that embraces the researcher(s) and the data set.
Figure 4.2
Screenshot of a representative data piece.
Figure 4.3
The site of engagement that embraces the researcher and a data piece.
Figure 4.4
The site of engagement of the data set: YouTube clip from Ellentube on 2 July 2016.
Figure 4.5
The site of engagement of a YouTube video data set that includes the researcher as relevant social actor.
Figure 4.6
A data piece: Kai Sings “Cake by the Ocean”.
Figure 4.7
The site of engagement of a researcher/viewer watching/analyzing the clip Kai Sings “Cake by the Ocean”.
Figure 4.8
Sub‐data set: comprising the large scale higher‐level mediated action of one dyad taking part in the experimental study with many smaller scale higher‐level actions.
Figure 4.9
Site of engagement of the entire data set including the researcher(s).
Figure 4.10
Data: a screenshot of a dyad working on a task via video conferencing technology. Reproduced with permission of the participants.
Figure 4.11
Site of engagement: researcher analyzing the recorded (inter)action of a team working on a task via video conferencing technology. Reproduced with permission of the participants.
Figure 4.12
Sub‐data set: comprising the large scale higher‐level mediated action of one family taking part in the video ethnography with many smaller scale higher‐level mediated actions.
Figure 4.13
Site of engagement of the entire data set including the researcher(s).
Figure 4.14
A site of engagement that embraces the researchers and a one‐family data set.
Figure 4.15
Data: a screenshot of a recorded video conferencing (inter)action. Reproduced with permission of the participants.
Figure 4.16
Site of engagement: researcher analyzing the recorded video conferencing (inter)action. Reproduced with permission of the participants.
Figure 5.1
A narrow site of engagement for micro analysis example YouTube.
Figure 5.2
A narrow site of engagement for micro analysis teamwork example. Reproduced with permission of the participants.
Figure 5.3
A narrow site of engagement for micro analysis example family video conferencing. Reproduced with permission of the participants.
Figure 6.1
Transcript of the broader layout of the stages in the YouTube clip Kai Sings “Cake by the Ocean.”
Figure 6.2
Layout of the first 40 seconds in the video clip – camera angles.
Figure 6.3
Layout transcript for the first 6 seconds, YouTube example.
Figure 6.4
Proxemics transcript for the mother of the triplets. Reproduced with permission of the participants.
Figure 6.5
Upper‐body posture transcript for the man in the dyad. Reproduced with permission of the participants.
Figure 6.6
Leg and foot movement transcript for the man in the dyad. Reproduced with permission of the participants.
Figure 6.7
Noting times and actions.
Figure 6.8
Gesture transcript of the man on the right in the images. Reproduced with permission of the participants.
Figure 6.9
Gaze transcript for the woman with the pony tail. Reproduced with permission of the participants.
Figure 6.10
Head‐movement transcript (Images 1–8) for the woman with the pony tail. Reproduced with permission of the participants.
Figure 6.11
Head‐movement transcript (Images 9–18) for the woman with the pony tail. Reproduced with permission of the participants.
Figure 6.12
Facial expression transcript. Reproduced with permission of the participants.
Figure 6.13
Object handling transcript for the man in the dyad. Reproduced with permission of the participants.
Figure 6.14
Spoken language transcript overlaid over the top of the gesture transcript. Reproduced with permission of the participants.
Figure 6.15
Written language/image transcript. Reproduced with permission of the participants.
Figure 6.16
Producing a final transcript: gaze and head‐movement transcript collated. Reproduced with permission of the participants.
Figure 7.1
Natural experienced time cycles and rhythms.
List of Tables
Table 3.1
Data collection table.
Table 3.2
Sample of a data collection table for our YouTube example.
Table 3.3
Sample of a data collection table for our experimental study. Reproduced with permission of the participants.
Table 3.4
Sample of a data collection table for our video ethnographic study. Reproduced with permission of the participants.
Table 4.1
Data set table.
Table 4.2
The data set: comprising three dyads working on two tasks each, plus individual interviews clearly showing the length of the recordings, as well as notes. Reproduced with permission of the participants.
Table 4.3
(Part of) a full data set: comprising participants (adults and children), their relationships, devices, and animals present in the video conferencing project as well as the length of the recordings. Reproduced with permission of the participants.
Table 5.1
Higher‐level mediated action table of an imaginary data set.
Table 5.2
Bundled higher‐level mediated action table of an imaginary data set.
Table 5.3
Higher‐level mediated action table YouTube example.
Table 5.4
Incorrect higher‐level mediated action table YouTube example.
Table 5.5
Color coded bundles of higher‐level mediated action table YouTube example.
Table 5.6
Bundled higher‐level mediated action table YouTube example.
Table 5.7
Higher‐level mediated action table teamwork example. Reproduced with permission of the participants.
Table 5.8
Incorrect higher‐level mediated action table teamwork example. Reproduced with permission of the participants.
Table 5.9
Color coded bundles of higher‐level mediated action table teamwork example. Reproduced with permission of the participants.
Table 5.10
Bundled higher‐level mediated action table teamwork example. Reproduced with permission of the participants.
Table 5.11
Higher‐level mediated action table video ethnography example. Reproduced with permission of the participants.
Table 5.12
Incorrect
higher‐level mediated action table video ethnography example. Reproduced with permission of the participants.
Table 5.13
Color coded bundles of higher‐level mediated action table video ethnography example. Reproduced with permission of the participants.
Table 5.14
Bundled higher‐level mediated action table video ethnography example. Reproduced with permission of the participants.
Acknowledgments
The book has taken a substantial amount of time to write and I thank the editors at Wiley for their patience. Many people have been helpful along the way, but if I was naming everyone who had had an impact upon the many pages before you, these acknowledgments would turn into the longest chapter of the book. I think most people who have had contact with me over the last few years, who have asked a question with regard to multimodal data collection, data analysis, reliability of qualitative research, or the like, would have had an impact upon my writing of this book. Here, I would like to thank all of you for your interest, curiosity, and trust in me having an answer to these questions. I do hope that you will find at least some of your answers in the pages ahead and I hope that you will find the book useful. I know that I have promised many a reader that I would answer questions, that I would write a book that explained how I work with data, and I hope that you will not be disappointed.
There are also a few people who I will name and first, some members of the Multimodal Research Center, who have had the greatest impact upon my writing and who deserve special thanks. I thank Tui Matelau, Yulia Khan, and Ivana Rajic for their questions as they were working with the phases and steps and their support in writing this book; a particular thank you goes to Jesse Pirini, who read very early drafts of some sections and who found my writing of the how‐to sections for data analysis incredibly useful. Special thanks also go to Jarret Geenen, who visited the Center in early 2017 and was a catalyst in my explaining some theory in great detail. Both Jarret’s input with regard to the need for theory to be covered and Jesse’s input during this early writing stage of phases and steps solidified my thinking. I would also like to thank Elina Tapio and Chloe Grace Fogarty‐Bourget, who were visiting researchers at the Multimodal Research Centre and tried out some of the phases and steps for data analysis. They both had valuable feedback and questions with regard to the systematic approach. Further, I would like to thank Edgar Bernad‐Mechó, another visiting scholar, who also tried out some phases and steps and who emphasized that I needed to include not only data analysis, but also to outline data collection and transcription in the same book.
Of course, all participants, in our projects have been of utmost importance. Without participants, we cannot do our work. But here, I am most grateful to the participants who are featured in this book. Every participant and every family featured has viewed the videos, tables, and images and permitted them to be published as shown. Featuring color images of real participants and being able to use excerpts of our data to give students and researchers hands‐on experience makes this book special. Therefore, I would like to thank the following participants of the studies for their permission to publish their images, names and videos as part of this book: Abbie O’Rourke, Ali, the Budd Family and the Charko Family, Cameron Fraser, Dunja Vajsakovic, Isla Connors, Dina‐Sara Vajsakovic, Edgar Bernad‐Mechó, Hana Mlinac, Ivana Mlinac, Ivana Rajic, Jay Nam, Jake Connors, Jo Connors, Luke Norris, Melanie, Michael Evans, Rachelle Ferguson, Shymala Sidharth, Sophie Connors, and Brownderbag Tagaloa.
I would like to thank the Faculty of Design and Creative Technologies, the School of Communication Studies, and the AUT Multimodal Research Centre at Auckland University of Technology in New Zealand for funding the projects and making the writing of this book possible.
I would also like to thank Freiburg Institute for Advanced Studies (FRIAS), University of Freiburg, Germany and the People Programme (Marie Curie Actions) of the European Union's Seventh Framework Programme (FP7/2007–2013) under REA grant agreement no. [609305] for making the completion of this book possible.
Then, there is family. Family is always most important for my writing. Luke and Kevin, with their humor and light‐heartedness as well as the many beautifully prepared meals, particularly by our nutritionist, Luke, always helped me to switch off. Alan, as always, has been more supportive than I can ever explain. He has accompanied me to many destinations from New Zealand to Germany, a ski resort in Austria, a monastery in Spain, the hills of Tuscany, Sicily, Florence, and Rome in Italy, to Chamonix as well as around Nice in France, to Los Angeles and San Francisco in the USA, to Budapest in Hungary, to Stockholm and Lingköping in Sweden, or to Aarhus and Aalborg in Denmark, all the while bearing with me as I was trying to write this book. He sought out hotels that allowed me to continue my writing and has been the kindest companion, who only once stopped me from finishing a section. This was in San Sebastián, where I was typing away, while he had been out and around town. When he came back to the hotel, I was still typing away, but he looked at me earnestly and requested I stop writing and have a look at the beautiful city. How right he was! We had an unforgettable afternoon and evening in San Sebastián and when we left the next morning, I was still happy that I had not finished the section. Now, whenever I come across the section that I did not finish in San Sebastián, I remember our wonderful time there. But this is only one beautiful memory during my book‐writing travels and for me, Alan is visible in many parts of this book and I dedicate this book to him.
While so many people have had an impact upon my writing of this book, all shortcomings, of course, are my very own. I do hope that the book will be useful to many students, teachers, and researchers alike and I hope you will enjoy the many examples and forgive the shortcomings.
About the Companion Website
This book is accompanied by a companion website:
www.wiley.com/go/Norris/multimodal‐data
The website includes:
Videos
Transcript
Chapter 1Introduction
1.0Introduction to the Book
Multimodal discourse analysis is an area of research that is becoming more and more widely used in applied linguistics, sociolinguistics, education, psychology, anthropology, business and other applied social sciences. There are a number of multimodal approaches that have sprouted up over the past 20 years (Bateman 2008; Forceville 1994; Jewitt 2002; Kress and van Leeuwen 1996, 1998, 2001; van Leeuwen 1999; Mondada 2006; Norris 2002a, 2004a; O'Halloran 1999; O'Toole 1994; Scollon 1998, 2001a, b; Stöckl 2001). Yet, Multimodal (Inter)action Analysis (Norris 2002a, 2004a, 2011a, 2013a) is the only interdisciplinary approach that has been developed specifically for the analysis of multimodal action and interaction. In this approach, emphasis is placed upon the actions that people take as opposed to the language plus particular non‐verbal movements that they produce (Goodwin 1981; Mondada 2014; Scollon 1979), the cognitive work that they do (Anderson 1990; Collins and Quillian 1969; Fodor 1975; Kintsch 1988; Newell and Simon 1976; Tulving 1983) or the psychological expressions that they display (Ekman 1979; Ekman and Friesen 1969). Actions, of course, are embodied and cognitive, psychological and performed with language plus non‐verbal movements. In fact, all of the components, the verbal, non‐verbal, environmental, cognitive, and psychological come together in our approach to analyzing multimodal (inter)action (Norris 2013a, b). Through systematic analysis of actions and interactions, this approach allows us to gain new insight into human action and interaction in a holistic and comprehensive way, and this book demonstrates how to engage in systematic analysis of multimodal (inter)actions.
What This Book is About
This book illustrates the phases and steps used when engaging in a Multimodal (Inter)action Analysis. The Step‐by‐Step process outlined here is a guide that shows how you can systematically work with multimodal data. This systematic guide consists of five phases, four of which consist of a number of steps each and one of which consist of a great number of analytical tools. The book emphasizes our working with video data. However, multimodal (inter)action analysts also use this process when working with different kinds of data that include but are not limited to video data. This is shown to some extent in the chapter sections that demonstrate how to use the Step‐by‐Step guide with examples from an experimental study and a video ethnography. However, because this book focuses upon video data and the holistic ways to analyze it, other data such as interviews or observational notes may be alluded to, but not worked with here in detail. However, it is important to note that for us, observational notes, text messages, emails, interviews, and diary entries also often are a part of the data collected and analyzed. But now, let us turn to what this book is about.
This book is written for undergraduate and graduate students as well as for emergent and established researchers wishing to engage in multimodal discourse analysis in a theoretically founded and interdisciplinary manner, integrating the verbal and non‐verbal with object use and the embeddedness of people with the environment. Some sections of chapters are more geared towards undergraduate students, while other sections of chapters are more useful for Masters students, and again other sections are particularly important for PhD students and researchers wanting to engage in video ethnography. Some chapter sections are absolutely necessary to read for all readers, while other chapter sections are focused to this or that readership. Here, I would like to allude the reader to what is most necessary to engage in for whom to make reading choices and reading assignments easier and clearer for teachers and students alike. The gray boxes contain notes which give a quick overview of which chapters and sections are useful for whom and what to expect to find in them.
Systematically Working with Video Data: Phases I–V
Chapter 1: Systematically Working with Multimodal Data: Introduction
Note 1
Chapter 1 is a useful read, but not a must‐read for undergraduate or graduate students starting out to learn how to conduct a multimodal discourse analysis. PhD students will definitely want to read Chapter 1.1.
Note 2
Chapter 1 introduces the reader to the book overall, presents a chapter‐by‐chapter outline, and offers the keen reader a vast amount of references in some of its paragraphs. Without going into too much detail, these references can be used as a guide to delve deeper into the background literature alluded to here.
Chapter 1, besides first giving a brief overview of what you can find in the chapters to come, quickly sums up other multimodal research areas and the literature background of Multimodal (Inter)action Analysis. Here, you will find an abundant amount of literature referenced and the deliberate reader may want to read some of the texts referred to here. The literature, although quite vast in these paragraphs, is not meant to be comprehensive. Other books and online references are a better place for comprehensive literature reviews (Norris 2015 a–e; Pirini 2017). Also, you will not find me lingering on what has been said or done in many of the referenced texts. Rather, I allude to them in order to lead you to other work if you are inclined to move deeper into the multimodality literature. Here, I wish to demonstrate some of the vastness that already exists in this area of relatively new research and guide the careful reader to see differences as well as similarities. When differences are pointed out, the reader needs to understand that differences are not negative, but rather simply developments from different theoretical thought. In fact, no method, including the one outlined in detail in this book, is perfect. No methods can analyze everything, and no method is necessarily better than another. Methods are tools and, just as you will use a different set of tools when you are working with jewelry than when you are building a house, you will use different tools to understand multimodal action and interaction than you will if you are interested in studying text‐image relations. Just as jewelry tools are not better than tools that help you build a house, so are tools to study multimodal actions and interactions not better than tools that allow you to examine text‐image relations. What is important is to use the right tools for what you intend to do. You will not do well with working on jewelry if you are using tools that are made to build a house. Similarly, you will lack ability to study human actions and interactions if you are using the tools made to study text‐image relations. This book is about the tools that help you study the multimodality of human actions and interactions. Specifically, Chapter 2 guides you to first understand the theoretical thought behind why we think of multimodal action and interaction in the way outlined in this text.
Chapter 2: Philosophical and Theoretical Background
Note 3
Chapter 2 is an absolute must‐read for all instructors, PhD students and researchers particularly up to (and including) the part on the site of engagement.
Note 4
The sections about the development of Scollon’s philosophical thought are offered for the keen reader, who is inclined to wanting to know more about the origin of some of the philosophical and theoretical thoughts underpinning this book. This is not a must‐read for undergraduate or Masters‐level students, but useful for PhD‐level students.
Note 5
Chapter 2 provides the theoretical underpinning for all to be learned in chapters to come. Without this theoretical understanding (up to and including the section on the site of engagement), the rest of the book will make relatively little sense, since all phases and steps outlined in the chapters to come build upon the philosophical and theoretical background offered in Chapter 2.
In Chapter 2, you find the philosophical underpinnings, which are the primacy of perception and the primacy of embodiment. Then, you find the theoretical underpinnings, the principle of social actions and the two sub‐principles of communication and history, and an explanation of how the principle and sub‐principles fit together. Besides the principles that underpin everything written in this book, Chapter 2 offers some basic theoretical concepts and links these to perception and embodiment. For example, here you find the definition and deep explanation of the unit of analysis, the mediated action. The mediated action, as you will see, consists of social actors (usually human beings) and mediational means/cultural tools (usually things, the environment, body parts, emotion, or knowledge). But of course, we can also have non‐human actors. Just think of your dog or cat, and you can see how we could possibly see a pet as acting in similar ways as humans in our socialized world. But just as a dog may be thought of as a social actor, a human being can be thought of as a mediational means (just think of a translator). The chapter goes into quite some detail to demonstrate how our thoughts are theoretically founded. But of course, any social action is always mediated in multiple ways, i.e. any social action is a mediated action (just think of reading these pages and you will see that it is mediated by the written word, your knowledge of the English language, the book or screen, your eyes, to mention a few). Chapter 2 then discusses particular mediated actions, units that help us analyze people's actions and interactions in great detail. Here, you find sections on the lower‐level mediated action, the higher‐level mediated action, and the frozen mediated action. Each time, the various mediated actions are linked to perception and embodiment in order not to lose sight of our philosophical underpinnings. Then, Chapter 2 moves on to discuss practices and discourse, demonstrating that we do not only wish to work in micro analyses, but rather wish to produce links to intermediate and macro analyses. Again, you will find the links to perception and embodiment here. Once you have learned about practices and discourses, it is time for you to learn about the site of engagement, the window opened up by practices and discourses that make concrete mediated actions possible. After links for the site of engagement to perception and embodiment have been established, Chapter 2 delves deeper into previous thought on which this book rests. There, you can read about Scollon’s development of thought. You can find out how Scollon referenced Vygotsky (a Russian social psychologist) and Nishida (a Japanese philosopher), and how Scollon’s theory came about. This section is meant for the excited reader, who wishes to gain insight into how scholars develop their own thinking. However, this is not a section that is a must‐read in order to understand the phases and steps demonstrated in later chapters. Throughout, Chapter 2 provides the reader with definitions, notes, and discussion points and at the end, Chapter 2 offers a summary and a section on things to remember. In Chapter 3, quite different from Chapters 1 and 2, you will find much less referencing. This is where the Step‐by‐Step process of systematically working with multimodal data begins, and this process has been developed by myself and is first outlined and demonstrated in detail in this very book.
Chapter 3: Systematically Working with Multimodal Data Phase I
In Chapter 3, we move into the nitty‐gritty of systematically working with multimodal data, beginning with the 10 steps of Phase I. Chapter 3 is divided into four sections: Chapters 3.0, 3.1, 3.2, and 3.3. Chapter 3.0 is the most important part of the chapter, and the part that all students and researchers should read. Chapters 3.1, 3.2, and 3.3 cater to specific readers, so that Chapters 3.0 and 3.1 are particularly useful for undergraduate classes, Chapters 3.0 and 3.2 are particularly useful for Masters‐level classes and research projects, and Chapters 3.0 and 3.3 are particularly useful for PhD seminars and PhD theses development. Chapters 3.0 and 3.2 or Chapters 3.0 and 3.3 are also useful for small to medium‐sized research teams in which graduate students (Masters and/or PhD level) are involved.
Below, I outline each section of Chapter 3 in order to clarify the intended readership for each section and to foreshadow what can be expected in the individual sections.
Chapter 3.0: Phase I: Data Collection
Note 6
Chapter 3.0 is an absolute must‐read for all.
Note 7
In Chapter 3.0, the reader is introduced to Phase I of systematically working with multimodal data. PHASE I is all about DATA COLLECTION and consists of 10 steps that the student researcher engages in consecutively. Twenty‐nine tasks guide the class or researcher to proceed with thinking through and engaging in data collection in a systematic manner.
In Chapter 3.0, the student learns about data collection from developing a research topic and research questions to considering what we actually can call data. The chapter addresses aspects such as what we call naturally occurring data, discussing the observers' paradox (Labov 2006), and goes into some detail on ethical considerations that researchers and student researchers need to think about before setting out on data collection (Norris et al. 2014; Pirini et al. 2014). The chapter elucidates where to best place a video recorder, how to video record in practical situations, discusses the taking of field or observational notes and the interviewing of participants. Even though the book only touches upon these different kinds of data that can (and often will) be collected and primarily focuses upon how to analyze multimodal video data, the reader is every so often reminded that there are more data sources than simply video data. In order to help in data collection, it is explained in Chapter 3 how to best produce a data collection table that does not give too much information but does give us the information that is necessary about the collection of data. Further, the chapter illustrates how to keep track of camera, researcher and participant positions during video recording. Lastly, the chapter gives information on how to begin working with the video recorded material by collating multiple camera views (when used) and time‐stamping the collated video in the left top corner.
Chapter 3.1: Systematically Working with Small Data Sets/Data Pieces: Phase I
Note 8
Chapter 3.1 is useful for all, but an absolute must‐read for undergraduate students.
Note 9
Chapter 3.1 demonstrates with an example taken from YouTube how to proceed using the steps of Phase I outlined in Chapter 3.0. Chapter 3.1 guides the reader through actual data collection for a classroom project. With 14 tasks, the reader can easily follow the Step‐by‐Step process, moving straight into their own multimodal discourse analysis.
Chapter 3.1 offers the reader an example of how to utilize the steps of Phase I by explicating each individual step with an example found on YouTube. Here, the reader is shown exactly how a student may identify a theme or topic and develop research questions. The reader is guided to consider the notion of what data actually is, and when or in what ways, data is naturally occurring or not. With the practical YouTube example, Section 3.1 then discusses the notion of ethics, video recording and camera placement, the collecting of data and taking observational notes, and production of a data collection table with all the significant information without showing too much extraneous information. Section 3.1 then proceeds with the Step‐by‐Step process and the student researcher learns to consider themselves in relation to the YouTube video. With 14 tasks throughout this section, Chapter 3.1 in connection with the previous Section 3.0 is a useful teaching and learning tool that guides the reader through the data collection process of Phase I.
Chapter 3.2: Systematically Working with Medium‐Sized Data Sets: Phase I
Note 10
Chapter 3.2 is useful for all, but an absolute must‐read for Masters‐level graduate students.
Note 11
Chapter 3.2 uses an example of an experimental study to practically demonstrate how to proceed using the steps of Phase I outlined in Chapter 3.0. Chapter 3.2 guides the reader through actual data collection for a medium‐sized research project. Following this example and the 10 tasks provided, the reader can use the Step‐by‐Step process, moving straight into their own multimodal discourse analysis for a Masters research project.
Chapter 3.2 offers the reader an example of how to utilize the steps of Phase I by explicating each individual step with an example from an experimental study. Here, the reader is shown exactly how a graduate student may identify a theme or topic for a Masters research paper and develop research questions. The reader is guided to consider the notion of what data is, and when or in what ways, data is naturally occurring. With the practical example from an experimental study, Section 3.2 then discusses the notion of ethics, video recording and camera placement, the collecting of data and taking observational notes, and the production of a data collection table with all the significant information without giving extraneous information. Section 3.2 then proceeds with the Step‐by‐Step process and the student researcher learns to consider themselves in relation to the data. With 10 tasks throughout this section, Chapter 3.2 in connection with the previous Section 3.0 is a useful teaching and learning tool that guides the graduate reader through the data collection process of Phase I.
Chapter 3.3: Systematically Working with Large Data Sets: Phase I
Note 12
Chapter 3.3 is useful for all, but an absolute must‐read for PhD students and researchers interested in conducting a video ethnography.
Note 13
Chapter 3.3 uses an example of a video ethnography to practically demonstrate how to proceed using the steps of Phase I outlined in Chapter 3.0. Chapter 3.3 guides the emergent researcher through actual data collection for a large sized research project. Following this example and the 10 tasks provided, the reader can use the Step‐by‐Step process of Phase I, moving straight into their own multimodal discourse analysis for a PhD research project.
Chapter 3.3 offers the reader an example of how to utilize the steps of Phase I by explicating each individual step with an example from a video ethnographic study. Here, the reader is shown how a PhD student may identify a theme or topic for a PhD project and develop research questions. The reader is guided to consider the notion of what data is and when, or in what ways, data is naturally occurring. With the practical example from a video ethnographic study, Section 3.3 discusses the notion of ethics, video recording and camera placement, the collecting of data and taking observational notes, and the production of a data collection table with all the significant information without giving extraneous information. Section 3.3 then proceeds with the Step‐by‐Step process and the emergent researcher learns to consider themselves in relation to the data. With 10 tasks throughout this section, Chapter 3.3 in connection with the previous Section 3.0 is a useful teaching and learning tool that guides the PhD student and scholar through the data collection process of Phase I.
Chapter 4: Systematically Working with Video Data Phase II
In Chapter 4, we continue with the nitty‐gritty of systematically working with multimodal data with Phase II. In this chapter, Phase II with its five steps is outlined in detail. Chapter 4 is divided into four sections: Chapters 4.0, 4.1, 4.2, and 4.3. As in Chapter 3, the beginning of the chapter, Chapter 4.0, is the most important part, and the part that all students and researchers should read. Chapters 4.1, 4.2, and 4.3 are continuations of the examples given in the previous chapter. Here too, these sections cater to specific readers, so that Chapters 4.0 and 4.1 are particularly useful for undergraduate classes, Chapters 4.0 and 4.2 are particularly useful for Masters‐level classes and research projects, and Chapters 4.0 and 4.3 are particularly useful for PhD seminars and PhD theses development and scholars wishing to engage in video ethnography. Chapters 4.0 and 4.2 or Chapters 4.0 and 4.3 are also useful for small to medium‐sized research teams in which graduate students (Masters and/or PhD level) are involved.
Below, I outline each section of Chapter 4 in order to clarify the intended readership for each section and to foreshadow what can be expected in the individual sections.
Chapter 4.0: Phase II: Delineating the Data
Note 14
Chapter 4.0 is an absolute must‐read for all.
Note 15
In Chapter 4.0, the reader is introduced to Phase II of systematically working with multimodal data. PHASE II is all about DELINEATING THE DATA and consists of five steps that the student researcher engages in consecutively. Seven tasks guide the class or researcher to proceed with thinking through the delineation of data in a systematic manner.
In Chapter 4.0, the student or researcher learns how to understand and delineate the data. In order to do this in a systematic manner, the reader is guided to first identify a data set, developing a data set table. This data set table embraces other information than the data collection table produced in Phase I. Next, the student is guided in thinking through their own positioning in relation to the data set. Here, a first (overtly) theoretical notion, the site of engagement, is utilized. The following step focuses the student upon a particular data piece and the step right after this, again makes researcher‐presence overt by utilizing the tool used previously, the site of engagement. Since, in this approach, we want to work in a data driven manner, the reader is then taught to reformulate a new research question that embraces the data, rather than the one that drove data collection in the previous phase. Phase II is complete once this reformulation has taken place.
Chapter 4.1: Systematically Working with Small Data Sets/Data Pieces: Phase II
Note 16
Chapter 4.1 is useful for all, but an absolute must‐read for undergraduate students.
Note 17
Chapter 4.1 demonstrates with an example taken from YouTube how to proceed using the steps of Phase II outlined in Chapter 4.0. Chapter 4.1 guides the reader through the delineation of data for a classroom project. With nine tasks, the reader can easily follow the Step‐by‐Step process, continuing their own multimodal discourse analysis.
Chapter 4.1 is the direct continuation of Chapter 3.1. Chapter 4.1 offers the reader an example of how to utilize the steps of Phase II by explicating each individual step with the YouTube example used in the previous chapter. Here, the reader is shown exactly how a student may delineate their collected data by first identifying the data set, then understanding the site of engagement that includes the student researcher and the data set, before identifying a data piece and the student researcher in relation to the data piece. Utilizing the theoretical notion of the site of engagement demonstrates the usefulness of the conceptualization and helps the student to understand the practical side of utilizing theoretical tools to analyze data. In the last step of Phase II, the student learns to formulate a new research question. This research question, different from the ones that drove data collection, will enable the student to proceed with data analysis in a data driven manner.
Chapter 4.2: Systematically Working with Medium‐Sized Data Sets: Phase II
Note 18
Chapter 4.2 is useful for all, but an absolute must‐read for Masters‐level graduate students.
Note 19
Chapter 4.2 demonstrates with an example taken from the experimental study how to proceed using the steps of Phase II outlined in Chapter 4.0. Chapter 4.1 guides the reader through the delineation of data for a Masters‐level project. With ten tasks, the reader can easily follow the Step‐by‐Step process, continuing their own multimodal discourse analysis.
Chapter 4.2 is the direct continuation of Chapter 3.2. Chapter 4.2 offers the reader an example of how to utilize the steps of Phase II by explicating each individual step with the experimental study example used in the previous chapter. Here, the reader is shown exactly how a graduate student may delineate their collected data by first identifying the data set, then understanding the site of engagement that includes the student researcher and the data set, before identifying a data piece and the student researcher in relation to the data piece. Utilizing the theoretical notion of the site of engagement demonstrates the usefulness of the conceptualization and helps the student to understand the practical side of utilizing theoretical tools to analyze data. In the last step of Phase II, the student learns to formulate new research questions. These research questions, different from the ones that drove data collection, will enable the student to proceed with data analysis in a data driven manner.
Chapter 4.3: Systematically Working with Large Data Sets: Phase II
Note 20
Chapter 4.3 is useful for all, but an absolute must‐read for PhD students and researchers interested in conducting a video ethnography.
Note 21
Chapter 4.3 demonstrates with an example taken from the video ethnographic study how to proceed using the steps of Phase II outlined in Chapter 4.0. Chapter 4.3 guides the reader through the delineation of data for a PhD project. With nine tasks, the reader can easily follow the Step‐by‐Step process, continuing their own multimodal discourse analysis.
Chapter 4.3 is the direct continuation of Chapter 3.3. Chapter 4.3 offers the reader an example of how to utilize the steps of Phase II by explicating each individual step with the video ethnographic study used in the previous chapter. Here, the reader is shown exactly how a PhD student may delineate their collected data by first identifying the data set, then understanding the site of engagement that includes the emergent researcher and the data set, before identifying a data piece and the researcher in relation to the data piece. Utilizing the theoretical notion of the site of engagement demonstrates the usefulness of the conceptualization and helps the researcher to understand the practical side of utilizing theoretical tools to analyze data. In the last step of Phase II, the researcher learns to formulate new research questions. These research questions, different from the ones that drove data collection, will enable the researcher to proceed with data analysis in a data driven manner.
It is noteworthy here, that Phase II could easily become the first phase for those who already have collected data and have not used Phase I before and during data collection. This really is not a problem because the phases are only guides, not strict ways of working. While it may be easier and highly fruitful to work through all phases and steps (particularly for classroom use, a Masters or PhD thesis), researchers can also utilize the phases that are useful to them and leave out other phases. More important, however, is to point out that the larger the project, the less organized the phases and steps will be. Often, a large project begins and Phase I is utilized. But as the project continues, some data moves forward through other phases while data collection continues. Thus, what we find in a large project is that the phases are still separate, but they overlap as we work through the various collected data pieces and sets.
Chapter 5: Systematically Working with Video Data Phase III
Chapter 5.0: Phase III: Selecting Data Pieces for Micro analysis
Note 22
Chapter 5.0 is an absolute must‐read for all.
Note 23
In Chapter 5.0, the reader is introduced to Phase III of systematically working with multimodal data. PHASE III is all about SELECTING DATA PIECES FOR MICRO ANALYSIS and consists of four steps that the student or researcher engages in consecutively. Six tasks guide the class to proceed with thinking through selecting a data piece for micro analysis in a systematic manner.
In Chapter 5.0, the student or researcher learns how to select a data piece for micro analysis. In order to do this in a systematic manner, the student is guided to first rephrase the general data driven research question developed in the last step of Phase II into a mediated action. Here, the reader is guided to utilize the theoretical framework to think through data. Then, the reader learns how to demarcate higher‐level mediated actions and how to produce a higher‐level mediated action table of the collected data. In the next step, the reader learns to bundle higher‐level mediated actions before narrowing the site of engagement. Here, the site of engagement, which was used in earlier steps to overtly illustrate the researcher in relation to the data set and data pieces, is utilized in order to narrow our view to a particular higher‐level mediated action that is systematically selected for micro analysis.
Chapter 5.1: Systematically Working with Small Data Sets/Data Pieces: Phase III
Note 24
Chapter 5.1 is useful for all, but an absolute must‐read for undergraduate students.
Note 25
Chapter 5.1 demonstrates with our example taken from YouTube how to proceed using the steps of Phase III outlined in Chapter 5.0. Chapter 5.1 guides the reader through the selection of data pieces for micro analysis for a classroom project. With seven tasks, the reader can easily follow the Step‐by‐Step process, continuing their own multimodal discourse analysis.
Chapter 5.1 is the direct continuation of Chapters 3.1 and 4.1. Chapter 5.1 offers the reader an example of how to utilize the steps of Phase III by explicating each individual step with the YouTube example used in the previous chapters. Here, the reader is shown exactly how a student may work with their data in order to systematically select data pieces for micro analysis. First, the student learns to rephrase the data driven research question developed in the last step of Phase II into a mediated action. This is an important step that then allows the student to work in a theoretically founded manner to select data pieces for micro analysis. The student then is walked through an excerpt of the YouTube clip to practically show how to demarcate higher‐level mediated actions and how to develop a higher‐level mediated action table. Here, the student is given a correct and an incorrect example. Both examples of higher‐level mediated action tables, the correct and the incorrect one, are useful for the teaching and learning of what is needed here. In fact, if a student works in too detailed a manner in this Phase, the student will lose sight of what is important and easily get lost in their data. Thus, the correct way of working here, will determine a positive or a negative outcome for a later analysis. Once this point is understood, the student is walked through the development of a bundled higher‐level mediated action table, and then is shown how to utilize the site of engagement, a concept used previously, in order to narrow our view to a specific higher‐level mediated action for micro analysis.
Chapter 5.2: Systematically Working with Medium‐Sized Data Sets: Phase III
Note 26
Chapter 5.2 is useful for all, but an absolute must‐read for Masters‐level graduate students.
Note 27
Chapter 5.2 demonstrates with our experimental study example how to proceed using the steps of Phase III outlined in Chapter 5.0. Chapter 5.2 guides the reader through the selection of data pieces for micro analysis for a Masters‐sized project. With six tasks, the reader can easily follow the Step‐by‐Step process, continuing their own multimodal discourse analysis.
Chapter 5.2 is the direct continuation of Chapters 3.2 and 4.2. Chapter 5.2
