This collection responds to the need for theoretically informed and methodologically grounded empirical research on the global transformations in multimodal human communication and social practices.

Liliana Vásquez Rocca, PhD, is Assistant Professor in the Department of Humanities, Faculty of Education and Social Sciences, Universidad Andrés Bello, Chile. In 2018-2022, she coordinated Red Latinoamericana de Estudios sobre Multimodalidad (REDLEM, or the Latin American Network of Studies on Multimodality). She specializes in multimodality and media discourse analysis.

Natasha Artemeva, PhD, is Professor, School of Linguistics and Language Studies, Carleton University, Canada. She specializes in Genre Studies, theories of learning, and multimodality. She co-edited Writing in Knowledge Societies (Parlor Press) and Genre Studies around the Globe (Inkshed), and co-authored Reconsidering Context in Language Assessment (Routledge).

Chloë Grace Fogarty-Bourget holds a PhD in Applied Linguistics and Discourse Studies from the School of Linguistics and Language Studies, Carleton University, Canada, where she teaches courses in Writing and Discourse Studies. She specializes in Multimodal Discourse Analysis, Writing and Genre Studies, and the scholarship of university teaching.

Lists of Figures

List of Contributors

List of Tables

Foreword

Teresa Oteíza

Acknowledgements

Introduction

Natasha Artemeva, Liliana Vásquez Rocca, and Chloë Grace Fogarty-Bourget

PART I

Current Trends in Multimodality Studies

Chapter 1. Theoretical and Methodological Perspectives on Multimodality in South Africa

Arlene Archer

Chapter 2. The Seeds and Growth of Multimodality in Latin America: A Historical Review

Dominique Manghi, Carolina Badillo, and Danielle Almeida

Chapter 3. Consolidation of Multimodality Studies in Latin America: A Review of Emergent Themes

Carolina Pérez-Arredondo and Camila Cárdenas-Neira

Chapter 4. PanMeMic. Changes in Communication and Interaction During the COVID-19 Pandemic and Beyond: Insights from a Collective, Multimodal Research Method

Ana Pedrazzini, Clarice Gualberto, Styliani Karatza, Maryam S. Ghiasian, and Elisabetta Adami

PART II

Challenges to Multimodality Research in Educational Contexts

Chapter 5. Combining Multimodal Techniques to Approach the Study of Academic Lectures: A Methodological Reflection

Edgar Bernad-Mechó

Chapter 6. A Toolkit for the Analysis of Modal Intensity: Strategies Instructors Use to Facilitate Student Engagement in Learning

Chloë Grace Fogarty-Bourget, Jesse Pirini, and Natasha Artemeva

Chapter 7. A Multimodal Analysis of an Integrating Content and Language in Higher Education (ICLHE) Lecture: Multimodal Ensembles in Action

Miguel F. Ruiz-Garrido and Inmaculada Fortanet-Gómez

Chapter 8. Textbook and Learning

Germán Canale

PART III

Challenges to Multimodality Studies of Social Interaction

Chapter 9. Once Upon a Time: Toy Stories, Affordances, and the Playing Activity

Danielle Almeida and Jonathan Feitosa Ferreira

Chapter 10. Chilean Movement for Non-sexist Education and Semiosis in Social Media: Students Advance, and Teachers Wake Up

Liliana Vásquez Rocca, Dominique Manghi, Felipe Pereira, Tomás Farías, and Katherine Malhue

Chapter 11. Conflict in Interaction: Diverging Topic Trajectories and Misalignment

Jarret G. Geenen and Austin Howard

Chapter 12. Peer Review and Hidden Modalities of Research Process Genres

Brad Mehlenbacher and Ashley Rose Mehlenbacher

PART IV

Conclusion

Chapter 13. Multimodal Body Work: Research in the Built Environment

Christine Räisänen

Index