International Perspectives on Theories and Practices of Multimodal Analysis
Visual Literacy in EAP: The Dialogue between Reader/Designer Features and Multimodal Text
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Visual Literacy in EAP:The Dialogue between Reader/Designer Features and Multimodal Text
Scientific genres nowadays witness the co-deployment of multiple semiotic resources. Verbal text is combined and interconnected with tabular and graphical or mathematical forms in order to produce genres that construct multiple meanings (cf. Lemke 1998). In these multimodal genres, thus, the various modes are combined to form a meaning which cannot be expressed relying solely on one mode. Kress (2010), for example, focused on the interactive relationship between mode affordance and communicative purpose suggesting that different modes have different potentials for their meaning construction, which are exploited by meaning-makers to advance communicative functions. The literature is rich of descriptive studies on multimodal genres. Kress and van Leeuwen (2006), for example, explain the regularities of visual design in connection with meaning. Other studies focus on how the modes are integrated to convey meaning (cf. O’Halloran 2011).
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