Month: June 2017

Reading Images and Film

In multimdodal analysis there is a need to ‘read’ more than traditional text, such as images and film.

Reading Images by Günther Kress and Theo van Leeuwen (2006) is described by the publisher as,

Reading Images focuses on the structures or ‘grammar’ of visual design – colour, perspective, framing and composition – provides the reader with an invaluable ‘tool-kit’ for reading images and makes it a must for anyone interested in communication, the media and the arts.

There is also the conference presentation “Reading Images: Multimodality, Representation and New Media” (Günter Kress, 2004), where you can read the paper and watch/listen to the presentation. The embedded film works without problems with Google Chrome but you may experience difficulties watching if you are using other browsers.



Kress, G.R. (1990). Reading images. Deakin, Victoria: Deakin univ., Press.

Kress, G. R., & Van Leeuwen, T. (1996). Reading images: The grammar of visual design. Psychology Press.
Kress, G. (2004). Reading images: Multimodality, representation and new media. Information Design Journal, 12(2), 110-119.

Kress, G.R. & Van Leeuwen, T. (2006). Reading images: the grammar of visual design. (2. ed.) London: Routledge. (extract at Google books)



Bateman, J and Schmidt, H (2012) Multimodal Film Analysis: How Films Mean. London: Routledge

Burn A & Parker D (2001), ‘Making your Mark: Digital Inscription, Animation, and a New Visual Semiotic’, Education, Communication & Information, Vol. 1, No. 2, pp 155-179

van Leeuwen, T (1985) ‘Rhythmic Structure of the Film Text’, in van Dijk (ed), Discourse and Communication, Berlin: de Gruyter.


This site is now open

students_HF illustrationThis is my site for multimodal study. It has until now been closed but I have opened up most pages and all posts to share with you who share my interest in multimodality.

Please note, that the logic is not perfect and the main purpose here is to use a multimodal digital tool in my process of multimodal studies.


/Henrika Florén 2017-06-08

Highlights and resources from the 2nd day of Kaleidoscope 2017

Useful highlights and resources from the 2nd day of Kaleidoscope 2017

RECOUP – Cambridge:

Research Consortium on Educational Outcomes and Poverty (RECOUP)

“You can browse the manual using RECOUP Wiki site” at the page  Qualitative Research Training Manual (Faculty of Education, Cambridge): [pdf] RECOUP_Manual.pdf


Routledge Series: edited by M. Arnot and C. Colclough Education, Poverty and International Development

BIBAC 2014 Conference (papers?)
BIBAC 2016 conference page

The site teacherknowledge  is site “based on a review of published research literature relating to ‘teacher knowledge’, initiated at the University of Cambridge Faculty of Education

Databases & search engines: ERIC, EBSCO, Google Scholar


To read, about monomodal vs multimodal text

Archer, A. (2006). A multimodal approach to academic ‘literacies’: Problematising the visual/verbal divide. Language and Education, 20(6), 449-462.
Flewitt, R. (2008). Multimodal literacies. Desirable literacies: Approaches to language and literacy in the early years, 122-139.
Gunel, M., Hand, B., & Gunduz, S. (2006). Comparing student understanding of quantum physics when embedding multimodal representations into two different writing formats: Presentation format versus summary report format. Science Education, 90(6), 1092-1112.
Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written communication, 22(2), 224-261.
Iedema, R. (2003). Multimodality, resemiotization: Extending the analysis of discourse as multi-semiotic practice. Visual communication, 2(1), 29-57.

Jewitt, C. (2005). Multimodality,“reading”, and “writing” for the 21st century. Discourse: studies in the cultural politics of education, 26(3), 315-331.

Lappe, C., Herholz, S. C., Trainor, L. J., & Pantev, C. (2008). Cortical plasticity induced by short-term unimodal and multimodal musical training. Journal of Neuroscience, 28(39), 9632-9639.
Serafini, F. (2012). Expanding the four resources model: Reading visual and multi-modal texts. Pedagogies: An International Journal, 7(2), 150-164.
Smith, B. E., Kiili, C., & Kauppinen, M. (2016). Transmediating argumentation: Students composing across written essays and digital videos in higher education. Computers & Education, 102, 138-151.
Togia, A., & Tsigilis, N. (2006). Impact factor and education journals: A critical examination and analysis. International Journal of Educational Research, 45(6), 362-379.
Walsh, M. (2006). The’textual shift’: Examining the reading process with print, visual and multimodal texts. Australian Journal of Language and Literacy, The, 29(1), 24.

Representing Linguistic and Cultural Knowledge in Text and Film – A Comparative Multimodal Analysis

Representing Linguistic and Cultural Knowledge in text and Film - A Comparative Multimodal Analysis


Presentation at the Kaleidoscope Conference, Cambridge 1-2 june 2017

Digital technology offers tools for expressing knowledge and learning in new ways and for promoting cultural understanding in education. This is a single case comparative analysis of one student’s dual representation of the same content knowledge, Civil Rights in the English Speaking World, in the form of an essay and a film. The empirical example has been chosen from an extensive empirical material (part of an ongoing Masters study), produced by approximately 50 ESL students in a digital learning environment, in the regular scope of their studies of English as a foreign language in Swedish upper secondary school, during August 2013 – June 2016. The aim of this single case empirical study is to identify and study how different modes enable the representation of knowledge in different ways. How do different modes enable the representation of (linguistic and cultural) knowledge in a multimodal text (film), compared to monomodal text (essay)? What affordances and constraints do the modes used in the two different representations of knowledge entail?The method used is a detailed multimodal analysis. The multimodal theoretical platform (Kress 2010; Kress & van Leeuwen, 2006) makes it possible to analyse different modes, focusing on the affordances of modes, making visible power relations and cultural understanding. Knowledge and learning are here seen as interdependent concepts in a process of making meaning, and modes as culturally situated. The tentative result of this single case analysis indicates significant disparity, as to what knowledge becomes visible in the monomodal and multimodal texts respectively, depending on the modes of representation used. This raises several questions for future study and analysis. How do national practices in education affect students’ learning and representations of knowledge? How is knowledge evaluated, and how is it culturally encoded?

Keywords: education, cultural understanding, multimodality, embodied mode

Kaleidoscope Conference 2017

Cambridge University 1-2 June 2017, Department of Education.

Interesting conference, particularly useful was the

Panel Discussion with Academics from the Cambridge Faculty of Education.

How can we produce research of international impact and what steps should we make to facilitate international collaborations between researchers?

Dr Olena Fimyar, Prof Pauline Rose, Prof Jan Vermunt

and then the workshop  “Who is my research for? Positioning ourselves as researchers” with James Underwood from Northhampton University.

I will look more closely at JURE

JURE is the network of Junior Researchers of EARLI. JURE is dedicated to the interests of all junior researchers in  the field of learning and instruction. Primary aim of JURE is to represent and support research students on matters that are of interest to them. Furthermore, learning and interaction among junior and senior researchers are significant goals for JURE

And PhD Cora Xu’s blog Transnational Education