Contrasting Systemic Functional Linguistic and Situated Literacies Approaches to Multimodality in Literacy and Writing Studies

Autor/in	Anderson, Kate T.
Titel	Contrasting Systemic Functional Linguistic and Situated Literacies Approaches to Multimodality in Literacy and Writing Studies
Quelle	In: Written Communication, 30 (2013) 3, S.276-299 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088313488073
Schlagwörter	Literacy Education; Writing Instruction; Evaluation Methods; Educational Research; Research Design; Research Methodology; Linguistics; Context Effect; Social Influences; Literature Reviews; Assignments; Textbooks; Teaching Methods; Semiotics; Ethnography; Writing (Composition) + Suchen Sie Ihr Suchwort? Schreibunterricht; Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Research method; Forschungsmethode; Linguistik; Sozialer Einfluss; Assignment; Auftrag; Zuweisung; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Semiotik; Ethnografie; Schreibübung
Abstract	Against the backdrop of proliferating research on multimodality in the fields of literacy and writing studies, this article considers the contributions of two prominent theoretical perspectives--Systemic Functional Linguistics (SFL) and Situated Literacies--and the methodological tensions they raise for the study of multimodality. To delineate these two perspectives' methodological tensions, I present an analysis of selected recent literature from both approaches and then analyze these tensions further as they emerge in two empirical studies published in this journal illustrating each approach. Despite the fact that SFL and Situated Literacies share some underlying theoretical assumptions and are sometimes drawn upon in concert by scholars, I illustrate how they differ in their treatment of multimodal texts and practices--as well as their methodologies--research design, data collected, analytic methods, and possible implications. This article thus seeks to outline the respective contributions of SFL and Situated Literacies to ongoing research on multimodality in literacy and writing studies and to encourage a conversation across theoretical and methodological borders. (Contains 3 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10