This book chapter indicates a further application of theories of multimodal communication applied to naturally occurring text, in this instance to documentary film making. Instead of producing a model of genre the intention here was to perform a descriptive analysis of composition in the documentary form as a whole and applied to a specific film, Godfrey Reggio¿s Koyanisquatsi. The analysis here was intended to establish further low-level spatial attributes that could be applied to visual and multimodal texts. Framing is a particularly powerful yet often transparent feature of multimodal texts and this chapter was an attempt to develop a rigorous application of many aspects of composition to the critical analysis of film. This is another natural progression from the previous publication as the intention here was to embed the use of framing as a technique in the construction of multimodal texts, such as film, within the critical discourse of representation in film. In doing so the chapter draws from many different `flavours¿ of semiotic theory, from theories of visual design, linguistics, and theories of `spectacle¿. This book chapter is one of the first extended applications of framing from the perspective of multimodality to the documentary film genre. It also brings together important critical approaches to film into a unified theory of representation in the documentary form.

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abstract: This study described the multimodal communication patterns of college students and their parents, and examined how face-to-face and mediated communication frequencies relate to parental idealization and relational quality. Undergraduate students (N = 678) completed an online survey that assessed indicators of idealization (idealistic distortion and positive affect thinking), relational quality (relational/communication satisfaction, and relational closeness), and the frequency of face-to-face and mediated parental communication. Results indicated that average college students communicate with their primary parent 23 times per week, mostly via phone calls, text messaging, and face-to-face interaction. The frequency of mediated communication was positively related to both indicators of idealization and both indicators of relational quality. Moreover, idealization partially mediated the relationship between mediated communication frequency and relational quality. The frequency of face-to-face communication was inversely related to positive affect thinking. Indirect effects were also detected, such that face-to-face communication was negatively related to both indicators of relational quality as a function of positive affect thinking. Finally, this study examined whether students experience different levels of parental idealization and relational quality depending on whether their parent is geographically close or geographically distant, and whether they reside with their parent. Results indicated that students who live geographically distant from their parent experienced greater levels of idealization and relational quality than did student who live geographically close to yet separate from their parent, who reported greater levels of idealization and relational quality than students who live with their parent. These results were interpreted using concepts from interpersonal, family, and computer-mediated communication. Limitations and directions for future research were discussed. / Dissertation/Thesis / Ph.D. Communication 2012

Communiquer le goût est un enjeu primordial tout autant pour les professionnels de la dégustation, pour les industriels, que pour les mangeurs, pour se réapproprier leurs sensations et redécouvrir l’enchantement alimentaire. Mais le goût est un objet d’étude complexe, produit d’un triptyque sensoriel/sensible/symbolique, et sa communication s’échelonne sur plusieurs dimensions. Une recherche pluridisciplinaire délimitée par les SIC est nécessaire pour l’appréhender dans sa globalité. Il existe déjà des recherches sur la communication du goût, issues des sciences des aliments, de la linguistique et du marketing. Ces formes de communication ainsi que les concepts les sous-tendant servent de terreau pluridisciplinaire à notre travail, mené sous l’obédience des sciences de l’information et de la communication. Les concepts sémiotiques de communication multimodale et d’étude figurative du langage du goût servent de socle à la construction de notre problématique. L’étude bibliographique indique un manque de connaissance des processus mis en oeuvre lors de la communication du goût par le mangeur. Nous interrogeons ce point par un terrain mené en deux parties, une sur les fruits, l’autre sur le pain, issues respectivement du parrainage de la société Schiever et d’un projet mené pour Passion Céréales. Ce terrain global, qualitatif et quantitatif, nous permet d’obtenir des éléments concernant les représentations sensibles et sensorielles de la perception gustative chez le mangeur et les modalités de communication du goût des consommateurs. Sur cette base nous présentons une méthode de construction d’un langage du goût et proposons trois dispositifs de support de ce langage. / The communication of taste is a critical point to the professional of sensory analysis and to the food industry, but also to the consumers themselves, who sometimes need a tool to help them to make their food choices. Still, the taste is complex to study, as it is the product of the three dimensions sensory/sensitive/symbolic, which is the reason why its communication is difficult to set up. The sensitive dimension is a semiotic concept based on the human dimension of perception (emotion, memory, social…), and which study its influence on the construction of meaning in a communication context. A multidisciplinary approach is needed to embrace the global nature of taste, as it refers to social, biologic and individual elements. The communication of taste also need this approach, as there are some actual patterns made by the food sciences in cooperation with linguistic, and by the marketing. But these cannot communicate successfully the taste to consumers, as there are only word-based, and as they do not focus on the sensory and sensitive dimensions of taste. The bibliography shows a lack of knowledge on the process involved in the perception and communication of taste by consumers. We question these points by an experimental work, divided in two parts (one focused on fruits, one on bred). This experimental field, qualitative and quantitative, brings some lightning on the knowledge of perception and representation of taste by consumers and on the communication form they use to describe and communicate their perceptions. On these new understandings, we present a method of construction of a language of taste, and we suggest three devices to support this language.

The diploma thesis deals with the characteristics of the discourse of selected Czech food blogs. On the one hand the food blogs, which are considered here as part of the media content, have common features with other culinary discourses, on the other hand they have their specifics, which are given mainly by their multimodal nature. The theoretical part therefore introduces the culinary discourse, as well as the phenomenon of blogging, which was made possible with the advent of the Internet and web services. The thesis then presents a brief food blogs history and previous foreign research, that dealt with the characteristics of the food blogs language. Qualitative analysis of discourse, which was used for the food blogs analysis in the research part of the thesis, focuses on common language and formal features of food blogs, discourses of individual authors and the most common topics that food blogs contain. The research material was selected based on the results of the last year of the Food blog roku competition. These are contributions from three popular Czech food blogs, which were published on blogs in the first half of 2019. These contributions were subjected to an in-depth analysis, the results of which are subsequently presented in the thesis.

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The following essay was written in Stockholm, Sweden in the autumn of 2015 at Stockholm University. The purpose of this study is to explore the forms of multimodal communication that are used in the classroom as meaning making prompts. The study is from a multimodal and design theoretical perspective and uses the model Learning Design Sequence as a framework for collecting and analysing data. A qualitative method is being used for collecting data from video observation, from two eighth grade History classes. Video Observation and multimodal transcription produce rich data from a multimodal perspective, for seeing what modes of communication are being used. However, to observe what modes of communication functioned as meaning making prompts, other methods could be employed. The results show that speech, gesture and tone of voice are used in the foreground as modes of communication. Gaze, image, text, posture and movement can fluctuate between the background and foreground depending on their use. Social practices such as turning the lights off, or turning the overhead projector on can function as meaning making prompts, as can hand gestures such as pointing, clapping and enacting. Speech, gesture, tone of voice, movement, image and sound can all work as a meaning making prompts individually or combined together. / VAL projekt

Denna studie syftar till att undersöka hur förskollärare talar om sitt sätt att designa undervisning i förskolan för att alla barn ska erbjudas förutsättningar att delta, kommunicera och skapa mening i sina lärprocesser. Studien har som utgångspunkt att bidra med kunskap om vilka resurser förskollärare använder i sin undervisning för att kunna erbjuda alla barn meningsskapande och kommunikation. I studien har en kvalitativ ansats använts som metod, vilket innebär att data har samlats in genom semistrukturerade intervjuer som sedan har analyserats utifrån ett multimodalt och designorienterat perspektiv. Medverkande i studien är sex förskollärare från totalt tre olika förskolor. I resultatet framkommer det att de didaktiska frågorna, barnens intresse samt mindre barngrupper är en utgångspunkt i hur förskollärare väljer att designa undervisning. Resultatet visar även att bild, tecken och material samt utformandet av miljön ses som viktiga resurser för att förskollärare ska kunna erbjuda alla barn förutsättningar för kommunikation och meningsskapande. / The aim of this study is to investigate how preschool teachers talk about their ways of design for education in preschool to offer all children the opportunity to participate, communicate and create meaning in their learning processes. The starting point of this study is to contribute knowledge about which resources preschool teachers use in their teaching to be able to offer all children meaning-making and communication. The study is based on a qualitative approach, which means that data have been collected through semi-structured interviews and have been analyzed from a multimodal and design-oriented perspective. Participating in the study are six preschool teachers from three different preschools. The results show that the didactic questions, children’s own interests and smaller groups of children are a starting point in how preschool teachers choose to design for teaching. The results also show that pictures, signs and materials as well as the design of the environment are seen as important resources for preschool teachers to be able to offer all children opportunity for communication and meaning-making.