Specialised Languages and Multimedia. Linguistic and Cross-cultural Issues

none2noThis book collects academic works focusing on scientific and technical discourse and on the ways in which this type of discourse appears in or is shaped by multimedia products. The originality of this book is to be seen in the variety of approaches used and of the specialised languages investigated in relation to multimodal and multimedia genres. Contributions will particularly focus on new multimodal or multimedia forms of specialised discourse (in institutional, academic, technical, scientific, social or popular settings), linguistic features of specialised discourse in multimodal or multimedia genres, the popularisation of specialised knowledge in multimodal or multimedia genres, the impact of multimodality and multimediality on the construction of scientific and technical discourse, the impact of multimodality/multimediality in the practice and teaching of language, the impact of multimodality/multimediality in the practice and teaching of translation, new multimedia modes of knowledge dissemination, the translation/adaptation of scientific discourse in multimedia products. This volume contributes to the theory and practice of multimodal studies and translation, with a specific focus on specialized discourse.Rivista di Classe A - Volume specialeopenManca E., Bianchi F.Manca, E.; Bianchi, F

Formalizing Multimedia Recommendation through Multimodal Deep Learning

Recommender systems (RSs) offer personalized navigation experiences on online platforms, but recommendation remains a challenging task, particularly in specific scenarios and domains. Multimodality can help tap into richer information sources and construct more refined user/item profiles for recommendations. However, existing literature lacks a shared and universal schema for modeling and solving the recommendation problem through the lens of multimodality. This work aims to formalize a general multimodal schema for multimedia recommendation. It provides a comprehensive literature review of multimodal approaches for multimedia recommendation from the last eight years, outlines the theoretical foundations of a multimodal pipeline, and demonstrates its rationale by applying it to selected state-of-the-art approaches. The work also conducts a benchmarking analysis of recent algorithms for multimedia recommendation within Elliot, a rigorous framework for evaluating recommender systems. The main aim is to provide guidelines for designing and implementing the next generation of multimodal approaches in multimedia recommendation

Integrating ICT through multimodal discourse in a primary classroom

Most children talk to their parents about what they learned at school. Parents hear about books read, pictures drawn, stories written and games played. But how often do parents hear of children using ICT to make multimedia stories with a mathematical focus? In this paper the term “multimodality” will be used to describe such activities. Kress (2004) states that multimodality “deals with all the means we have for making meanings – the modes of representation – and considers their specific way of configuring the world.”Although digital technology is now available in most Australian schools, classroom use of such technology is not always creative and meaningful for learners. Recent state and federal government initiatives provide teachers with opportunities to integrate various digital technology applications into their classroom practice. In late 2011 a small research project was conducted with a class of Grade 4 students from an outer suburban Melbourne government school. As part of the project students planned and produced a multimedia artefact that explained some aspect of mathematics they had learned during the year.This paper outlines the planning and production of the multimedia artefacts created by the students, together with a brief discussion of some impediments to teacher use of technology that were identified by teachers at the school. Other issues considered include assessment and reporting in multiple subject areas based on one piece of student work, and the balancing of the relative importance of subject areas in integrated projects and tasks. The authors argue for the development and deliberate inclusion of integrated multimodal activities throughout the primary school curriculum

ELAN development, keeping pace with communities' needs

ELAN is a versatile multimedia annotation tool that is being developed at the Max Planck Institute for Psycholinguistics. About a decade ago it emerged out of a number of corpus tools and utilities and it has been extended ever since. This paper focuses on the efforts made to ensure that the application keeps up with the growing needs of that era in linguistics and multimodality research; growing needs in terms of length and resolution of recordings, the number of recordings made and transcribed and the number of levels of annotation per transcription

Doing new things with texts : multimodality and Mao’s Last Dancer

This paper describes a senior, multimodal task developed by Shauna O’Connor and the English staff at Brigidine College after consultation in the form of media workshops with Anita Jetnikoff. Gunther Kress (2006) suggested recently that due to the affordances of media platforms such as Web 2.0, “we need to be doing new things with texts”. The year 11 unit’s Finding a Voice parent text was the memoir, Mao’s last Dancer. The summative assessment task morphed over time from an ‘identity portrait’, into ‘a multimodal, first person narrative’

Pedagogies of Design and Multiliterate Learner Identities

In an era of multiliteracies, teaching and learning have become knowledge performances at multiple levels. Instead of a singular, linear focus upon print technologies, the techno-oriented philosophy of teaching aims at providing a rhizomatic network of texts where there is a close link between, and often an overlap of, different designs—linguistic, visual, spatial, and gestural—to construct the multiliterate learner. In this paper, I discuss the role of multimodal literacies in a primary classroom, affirming the role of multiliteracies and decentring the pre-dominance of linguistic at the cost of other designs. While the print media are acknowledged as significant to literacy, the multimodality of print is enhanced through visual and spatial design (Kenner, 2004). Through graphic examples of ICT applications of designs in a primary classroom, I demonstrate that students are operating through multitextual and digitextual (Everett, 2003) practices. What follows is the complex positioning and re-situating of teacher and learner identities engaged in learning through the knowledge processes of experiencing, identifying, applying and critiquing concepts (Kalantzis & Cope, 2004). In particular, I argue that within the diversity of present day classrooms, the digital oriented, multiliterate learner is implicated in constant identity construction by drawing upon macro and micro social practices. I conclude by reiterating the significance of new technologies and new literacy practices as essential to the construction of new learner identities