Multimodal engagement strategies in science dissemination: A case study of TED talks and YouTube science videos
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comunitat-uji-handle2:10234/8015
comunitat-uji-handle3:10234/8621
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Título
Multimodal engagement strategies in science dissemination: A case study of TED talks and YouTube science videosFecha de publicación
2023-03-18Editor
SageCita bibliográfica
Bernad-Mechó, E., & Valeiras-Jurado, J. (2023). Multimodal engagement strategies in science dissemination: A case study of TED talks and YouTube science videos. Discourse Studies, 0(0). https://doi.org/10.1177/14614456231161755Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
The growing interest on science dissemination offers new opportunities to communicate science openly to various audiences, but also brings on the challenge of adapting to an audience that does not share the same ... [+]
The growing interest on science dissemination offers new opportunities to communicate science openly to various audiences, but also brings on the challenge of adapting to an audience that does not share the same academic background. This adaptation has been referred to as recontextualization. In the case of the formats that concern this study, that is, TEDx Talks and YouTube science dissemination videos, their multimodal nature suggests that recontextualization, and therefore engagement as a crucial aspect of this process, is likely to go way beyond purely linguistic aspects. The aim of this study is to unveil how engagement strategies in two science dissemination formats (a face to face talk and an online video) are realized through complex multimodal ensembles, and to highlight differences across them. In order to fulfill this aim, two talks by the same presenter and dealing with similar content were selected for analysis: a TEDx talk and a YouTube science dissemination video from the channel PBS Space Time. The recordings were annotated using the software Multimodal Video Analysis. The annotation included engagement strategies; embodied modes, that is, modes carried out using the body; and, in the case of the YouTube video, filmic modes, that is, modes triggered by the editing process of the recorded video. Our results show that the role of both embodied and filmic modes is paramount in the realization of engagement strategies. Our findings also bring to the fore significant differences in the ways in which the two distinct audiences are engaged, concerning the frequency and use of both semiotic modes and engagement strategies. [-]
Entidad financiadora
Ministerio de Ciencia, Innovación y Universidades (Spain) | Generalitat Valenciana
Código del proyecto o subvención
PID2021-127827NB-I00 | CIAICO/2021/069
Título del proyecto o subvención
Cybergenres and English as a Medium of Instruction. Multimodal analysis of digital academic genres and their pedagogical implications in Higher Education EMI contexts | Análisis y descripción de la naturaleza multimodal y multimedial de los géneros académicos en la educación superior. La comunicación académica digital en inglés
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