1. Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis A companion to Chapter 12 by Karen E. Wohlwend From the companion website for Rogers, R. (2011). An Introduction to Critical Discourse Analysis in Education, 2nd edition. New York: Taylor and Francis at www.routledge.com/textbooks/9780415874298

2. Aim of Presentation To suggest ways of representing and focusing analytic attention on multimodal data, including video and artifacts. To highlight how decisions about representation and transcription affect analysis.

3. Multimodal Design

4. Artifacts as Dense Realizations of Complex Processes: Produced and Productive Anchor prior meanings and uses Anticipate trajectories and future uses Invite a set of tactics (moves) (de Certeau, Foucault)

5. Transcription: Putting Action/Context First Transcript with action/context in first column (Ochs, 1999) to privilege action given left-to right reading.

6. Frame by Frame Multimodal Analysis A frame freezes a slice of time-space Changes in spatial position produce (representation of) action Films: linear text made up of a sequence of individual frames

7. Making SpongeBob: Modes in Activity Based on analytic approach suggested by Norris (2004, p. 108).

8. Handling Objects: Mediated Actions

9. Cutting: Modal Intensity

10. Layout of Built Environment art table cardboard screen art supply shelf (off-camera )

11. Movement art table art supply shelf (off-camera ) cardboard screen

12. Proxemics: Relationships Across Space Sports Fans Play Group

13. Gaze: Subjectivities and Shared Space

14. Visibility: Seeing in Crowded Places Backgrounding and foregrounding Modes circulate discourses; discourses influence which modes get foregrounded Overlapping modes—some are foregrounded; others backgrounded Overlaps and dense places as productive sites for transformation

15. Discourses and Social Spaces Skills Mastery Discourse Multimodal Literacy Discourse Intentionality Discourse

16. Suggested Readings Hull, C.A., & Nelson, M.E. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224–261. Kress, G. (2004). Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition, 12(4), 5–22. Norris, S. (2004). Analyzing multimodal interaction: A methodological framework. London: Routledge. Ochs, E. (1999). Transcription as theory. In A. Jaworski & N. Coupland (Eds.), The discourse reader (pp. 168–182). London: Routledge. Scollon, R., & LeVine, P. (Eds.). (2004). Discourse and technology: Multimodal discourse analysis. Washington, DC: Georgetown University Press. Voithofer, R., & Foley, A. (2007). Digital dissonances: Structuring absences in national discourses on equity and educational technologies. Equity & Excellence in Education, 40(1), 14–25.