With the popularity of the social media, a large amount of user-generated content, such as comments, is emerging, which is crucial for all industries. Recently, the development of deep learning and computing power have made it possible to handle complex data. However, there are still some including (but are not limited to): (1) How can we construct a multi-modal sentiment analysis framework? (2) How can we accurately extract aspect–sentiment quadruples? (3) How can we generate fine-grained sentiment text? To tackle these challenges, this Special Issue focuses on multi-modal sentiment analysis, aspect–sentiment extraction, interpretability, and so on. In the following, we briefly summarize the selected two papers that we believe will make significant contributions. (1) "Generative Aspect Sentiment Quad Prediction with Self-Inference Template" by Li et al., considered that current research predominantly confines templates to single sentences, limiting the model’s reasoning opportunities. Therefore, the authors introduce a self-inference template (SIT) to guide the model in thoughtful reasoning. (2) "Interpretability in Sentiment Analysis: A Self-Supervised Approach to Sentiment Cue Extraction" by Sun et al., proposes a new sentiment cue extraction (SCE) self-supervised framework, aimed at improving the interpretability of models. In conclusion, we extend our heartfelt appreciation to all the authors and reviewers who selflessly put their energy to ensure the successful completion of this Special Issue.

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The aim of this reprint is to address increasingly complex human problems by utilizing various sensors to collect data, enabling the formulation of solutions through deep learning and artificial intelligence (AI). This trend creates a high demand for sensors while presenting new challenges in developing sensor devices and applications across various fields, such as healthcare, manufacturing, agriculture, transportation, construction, and environmental monitoring. For instance, in environmental monitoring, AI-integrated sensors rapidly analyze large datasets to identify real-time patterns and trends, enhancing weather forecasting accuracy by gathering data from multiple sources. In industrial settings, AI-enhanced sensors optimize manufacturing by monitoring equipment health, predicting failures, and proactively scheduling maintenance. This reprint compiles contributions on AI and sensor technology, sharing ideas, designs, applications, and deployment experiences across various fields, including smart manufacturing, construction, autonomous vehicles, traffic monitoring, object recognition, image classification, speech processing, and human behavior analysis.

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This study investigates museum exhibitions as multimodal communication offerings, of which texts and exhibits are just as much a part as exhibition architecture and design. It reconstructs the communicative potential of exhibitions from a text-linguistic and semiotic perspective before using conversation analysis to examine how visitors use exhibitions to construct knowledge about the exhibition topic.

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This open access book promotes the idea that all media types are multimodal and that comparing media types, through an intermedial lens, necessarily involves analysing these multimodal traits. The collection includes a series of interconnected articles that illustrate and clarify how the concepts developed in Elleström’s influential article The Modalities of Media: A Model for Understanding Intermedial Relations (Palgrave Macmillan, 2010) can be used for methodical investigation and interpretation of media traits and media interrelations. The authors work with a wide range of old and new media types that are traditionally investigated through limited, media-specific concepts. The publication is a significant contribution to interdisciplinary research, advancing the frontiers of conceptual as well as practical understanding of media interrelations. This is the first of two volumes. It contains Elleström’s revised article and six other contributions focusing especially on media integration: how media products and media types are combined and merged in various ways.

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This open access book promotes the idea that all media types are multimodal and that comparing media types, through an intermedial lens, necessarily involves analysing these multimodal traits. The collection includes a series of interconnected articles that illustrate and clarify how the concepts developed in Elleström’s influential article

The Modalities of Media: A Model for Understanding Intermedial Relations

(Palgrave Macmillan, 2010) can be used for methodical investigation and interpretation of media traits and media interrelations. The authors work with a wide range of old and new media types that are traditionally investigated through limited, media-specific concepts. The publication is a significant contribution to interdisciplinary research, advancing the frontiers of conceptual as well as practical understanding of media interrelations. This is the second of two volumes. It contains a concluding article by Elleström and seven contributions concentrated on the issue of media transformations: how media characteristics are transferred and transfigured among various media products and media types.

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This study examines the multilingual and multimodal practices employed by conductors and musicians to communicate and interact with each other during rehearsals of French and Italian symphony orchestras.

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This open access volume is a call for ecological awareness and action through communication. It offers perspectives on how we, as humans, posit ourselves in relation to, and as part of, the environment in both verbal and non-verbal discourse. The contributions investigate a variety of situated communicative practices and how they instantiate and potentially influence our actions. Through the frameworks of ecolinguistics, multimodal studies and ecoliteracy, the book discusses how the environmental crisis is communicated as an urgent global and local issue in a variety of media, texts and events. The contributions present a wide range of case studies (including news articles, institutional websites, artwork installations, promotional texts, signposting, social campaigns and other), and they explore how communicative actions can help meet the challenges of ecologically-oriented change. The focus is on the impact that linguistic and multimodal communication can have on acting in, with and towards the environment seen as living ecosystems, or ‘lifescapes’. The chapters offer a reflection on the way we experience, endorse, reframe and resist value systems in ecological communication, and propose alternative and healthier perspectives to respect and preserve the common and nurturing lifescapes through awareness and action. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com.

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This Special Issue explores significant research on fiber-reinforced thermoplastic composites, including advancements in material development, process optimization, sustainability, and multimodal characterization techniques. Featured topics include low-density, high-performance composite foams, flame-retardant panels, and eco-friendly bio-composites using flax and cashew nut shells. This issue also examines optimizing processing methods like hot runner systems and enhancing recycled-fiber composites. These studies offer valuable insights into the evolving landscape of composite materials.

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This collection brings together leading scholars across disciplines to reflect on the relationship between intermediality and multimodality and future directions for the contemporary mediascape, building on a 2022 Linnaeus University lecture series honouring the legacy of Lars Elleström, following his untimely death in December 2021. The volume contributes to ongoing dialogues about media and society, the challenges and opportunities for academia to engage with developments in the evolving mediascape, and interdisciplinary pathways towards engaging with these questions. Each chapter features an established figure in such fields as multimodality, intermediality, semiotics, narratology, art history, and adaptation studies. Each essay is prefaced with an introduction by the editors and bookended with a discussion transcribed from the original live presentations. A concluding chapter looks ahead to future directions, opening new lines of inquiry around the possibilities for intermediality and multimodality research towards continuing to build on Elleström’s seminal work in the field. This book will be of interest to scholars in multimodality, intermediality, and media and communication studies. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under an Attribution-Non-Commercial-No Derivative Licence (CC-BY-NC-ND) 4.0 license.

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Wie werden Gesellschaften in Zeitschriften betrachtet und welche Übersetzungsleistungen bieten jene in unterschiedlichen gesellschaftlichen Kontexten? Um diesen Fragen nachzugehen, analysieren die Beiträger*innen des Bandes das Zusammenspiel von Textgestaltung, Design, Inhalten, Infrastrukturen und Zielgruppen von Zeitschriften. Sie erweitern den Blick im Rahmen einer differenzierungstheoretischen Forschungsagenda und betrachten Zeitschriften als materialisierte Zeichensysteme und kommunikative Artefakte innerhalb der materiellen Kultur der Gesellschaft.

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Influencer*innen in den sozialen Medien sprechen ihre Fans auf persönlicher Ebene an, denn nur so sind ihre Produktempfehlungen glaubwürdig. Doch inwiefern thematisieren sie dabei auch das Gender ihrer Follower*innen? Anastasia-Patricia Och liefert Einblicke in die multimodale Gestaltung von YouTube-Videos erfolgreicher Influencer*innen und in die Mediennutzung Jugendlicher, die sowohl während als auch nach der Rezeption gegenderte Praktiken umfasst. Im Fokus ihrer parainteraktiven und genderbezogenen Analyse stehen Beauty-Videos und FIFA-Let's-Plays. Außerdem kommen Jugendliche zu ihren Erfahrungen mit diesen Formaten und ihrem eigenen Umgang mit YouTube zu Wort.

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Wann immer wir mit anderen zusammenkommen, befinden wir uns wie selbstverständlich in Kopräsenz. Aber was genau bedeutet es, »zusammen« zu sein? Erfordert es immer physische Anwesenheit oder ist Kopräsenz auch anders möglich? Angesichts des rasanten Wandels moderner Kommunikationstechnologien räumt Heiko Hausendorf mit einigen Mythen auf und wirft einen Blick auf die Entstehung und die Zukunft von Kopräsenz. Diese ist konstitutiv für die Menschwerdung und bildet bis heute den Nährboden für die Entstehung von Sprache – was die Beschäftigung mit Kopräsenz auch weit über die Linguistik hinaus für alle interessant macht, die sich für soziale Interaktion interessieren.

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Die in diesem Buch vorgenommene Auseinandersetzung mit den Sinnen in der Kunst entfaltet sich an der Schnittstelle von Medien- und Kunstwissenschaft. Entgegen der Auffassung, dass in virtuellen Räumen Körperlichkeit und die Vielfalt sinnlicher Wahrnehmung an Bedeutung verlieren, deuten aktuelle Beispiele der Medienkunst in eine andere Richtung. Kunst löst sich hierbei vom Objekt und wandert auf die interagierenden Körper der Rezipient:innen. Wenn deren ephemere sensomotorische Erfahrung zum eigentlichen künstlerischen Gegenstand wird, kommen neue Praktiken des Dokumentarischen ins Spiel. Cecilia Preiß geht der Konjunktur der Multimodalität in zeitgenössischer digitaler Medienkunst auf den Grund.

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Sundqvist, Sandlund, Källkvist, and Gyllstad have edited a timely reprint that will help to guide the future of English language teaching and learning. This comprehensive and lucidly written volume brings together research on English classroom practices from all levels across the globe with the aim of enhancing our understanding of current developments. All chapters are theoretically informed, as the reprint is both practical in its style and orientation, and pedagogically astute in the recommendations offered. This volume is a welcome resource for teachers, student teachers, teacher educators and researchers around the world.

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This open access book discusses how cultural literacy can be taught and learned through creative practices. It approaches cultural literacy as a dialogic social process based on learning and gaining knowledge through emphatic, tolerant, and inclusive interaction. The book focuses on meaning-making in children and young people’s visual and multimodal artefacts created by students aged 5–15 as an outcome of the Cultural Literacy Learning Programme implemented in schools in Cyprus, Germany, Israel, Lithuania, Spain, Portugal, and the UK. The lessons in the program address different social and cultural themes, ranging from one’s cultural attachments to being part of a community and engaging more broadly in society. The artefacts are explored through data-driven content analysis and self-reflexive and collaborative interpretation and discussed through multimodality and a sociocultural approach to children’s visual expression. This interdisciplinary volume draws on cultural studies, communication studies, art education, and educational sciences.

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This open access book discusses how cultural literacy can be taught and learned through creative practices. It approaches cultural literacy as a dialogic social process based on learning and gaining knowledge through emphatic, tolerant, and inclusive interaction. The book focuses on meaning-making in children and young people’s visual and multimodal artefacts created by students aged 5–15 as an outcome of the Cultural Literacy Learning Programme implemented in schools in Cyprus, Germany, Israel, Lithuania, Spain, Portugal, and the UK. The lessons in the program address different social and cultural themes, ranging from one’s cultural attachments to being part of a community and engaging more broadly in society. The artefacts are explored through data-driven content analysis and self-reflexive and collaborative interpretation and discussed through multimodality and a sociocultural approach to children’s visual expression. This interdisciplinary volume draws on cultural studies, communication studies, art education, and educational sciences.

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Das Einüben der Fähigkeit, mit sprachlicher und kultureller Vielfalt produktiv umzugehen, ist ein Kernanliegen des zeitgemäßen Fremdsprachenunterrichts. Doch wie ist der Umgang mit dieser im Klassenzimmer organisiert? Daniel H. Rellstab analysiert auf der Basis eines von Erving Goffman geprägten Interaktionsverständnisses Interaktionen in »Deutsch als Fremdsprache«-Klassenzimmern. Dabei zeigt er, welche Ressourcen Lehrkräfte sowie Schülerinnen und Schüler in der Interaktion einsetzen, wie sie aushandeln, welche Sprachen legitim, welche illegitim sind, und wie sie dabei Identitäten und Normen re- und dekonstruieren.

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The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice.

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This monograph delves deep into the realms where diverse linguistic and artistic codes converge to shape the very essence of aesthetic experience. From the authorial motivations to the composition, narrative framework, functional aspects, and multimodal manifestations, it unravels the complexities of code-switching as a powerful aesthetic device. Drawing from a rich tapestry of literary and artistic works, it explores how code-switching transcends linguistic boundaries to create captivating narratives and immersive artistic experiences. The outlined multidimensional approach goes beyond mere linguistic analysis, delving into the intricate interplay of semiotic resources, cultural contexts, and narrative strategies. Through meticulous examination and insightful case studies, it sheds light on the multifaceted nature of aesthetic code-switching, revealing its profound impact on artistic expression and communication. As you embark on this journey, this monography invites you to explore the diverse landscapes of aesthetic multilingualism, where words, sounds, and visuals converge to create art that transcends linguistic and cultural boundaries and captivates the imagination.

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How do Brazilians in Germany experience the integration process? This volume investigates this question using a method that analyzes conversations multimodally – i.e., by incorporating gestures – and sets them in relation to their social context. Its findings provide exciting insights into the situation of this group, which has largely been overlooked by previous research, and reveal how integration can succeed.

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To which extent is the notational iconicity of text (layout, emphasis, etc.) grammatically significant? This volume provides an answer by taking an expanded cognitive-grammatical approach to examine a corpus of food packaging photos, using a combination of collection analysis and grammatical samples. The analysis reveals the relevance of design for the status of brand names, product names, and how they are combined with non-verbal predicates.

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Combining theoretical and empirical approaches, this volume offers a wide-ranging survey of periodical research today. It illustrates the shift from content-related investigations and archival recovery to multidisciplinary analyses which consider, for instance, how magazines, newspapers, and other serial print products shape our opinions and help us to form like-minded communities. International specialists explore periodicals as relational artefacts, highlighting editorial constellations, material conditions, translation, design, marketing, and the consumption of newspapers and magazines from the late seventeenth to the twenty-first century. A must-read for academic and interested readers who wish to explore new and relevant ways to analyze periodicals.

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[Italiano]: In un poliedrico contesto d’interculturalità e d’internazionalizzazione, in cui si rende necessaria una formazione linguistica specializzata basata su competenze trasversali, il volume intende incentivare la discussione su questioni relative alla concezione del discorso come fenomeno che si sviluppa dinamicamente nell’intersezione tra lingua e società. Ci siamo proposti, quindi, di consolidare l’interesse dell’Università degli Studi di Napoli Federico II a promuovere il dibattito sulla rilevanza, nella ricostruzione dell’attuale contesto sociale, del conseguimento di un’istruzione di qualità, che sia equa, inclusiva e sostenibile. I saggi raccolti, che nascono da un progetto europeo di ricerca (ErasmusPlus, EULALIA), ci consentono di osservare e comprendere l’utilizzo di nuove tipologie e modalità discorsive a partire da tre nuclei tematici: Multialfabetizzazione e multimodalità: trasversalità e i discorsi del futuro, Discorso inclusivo e sociale: verso un utilizzo responsabile e Digital literacies: nuovi discorsi e formazione linguistica./ [English]: In a multifaceted framework of interculturality and internationalization, where specialized language education based on transversal skills is required, this volume aims to stimulate discussion on discourse as a dynamic phenomenon developing at the intersection between language and society. It thus consolidates the interest of the University of Naples Federico II in promoting debate on the need to achieve equitable, inclusive, and sustainable quality education in today’s social context. The essays gathered in the volume, inspired by a European research project (ErasmusPlus, EULALIA), are intended to allow a deeper understanding of the utilization of new discursive types and modalities, taking a cue from three thematic cores: Multiliteracy and multimodality: transversality and future-oriented discourses, Towards a responsible use of inclusive and social discourse, Digital literacies: new discourses and language education.

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There is an increasing need for scholars and scientists to not only conduct research that has a significant impact on society but also to communicate that research widely. Such research outreach also contributes to engaging wide, diverse audiences. As such, the discursive practices have become more and more complex, multimodal, and multimedia-based for scholars and scientists. Scientific communication is currently shared to a great extent with peers in technology-mediated contexts, which allows formal scientific publications to be opened to public viewing. Alongside this so-called “primary output” (Puschmann 2015), new ways, modes, and discourses are being used to bring science closer to a lay audience and promote citizen participation. The affordances of existing and emergent platforms are fostering a change in audience roles, and with it, the erosion of boundaries between scientific communities and the general public, entailing the dissemination of scientific information and knowledge beyond the former (Trench 2008). We are thus witnessing the development of discursive practices which may be referred to as instances of “parascientific communication”. These practices transcend previously well-delimited communities and spheres of communication. Parascientific genres are evolving based on authoritative or expert knowledge (communicated through conventional, sanctioned scientific genres) but not subjected to the filters of internal, formal science communication (Kelly and Miller 2016). This Special Issue seeks to gain a better understanding of the purposes and specific features of these new scientific communication practices.

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This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how self-directed learning can be considered an imperative for education in a complex modern society. Although each chapter represents independent research in the field of self-directed learning, the chapters form a coherent contribution concerning the scholarship of self-directed learning, and specifically the effect of environmental and praxis contexts on the enhancement of self-directed learning in a complex society. The publication as a whole provides diverse perspectives on the importance of self-directed learning in varied contexts. Scholars working in a wide range of fields are drawn together in this scholarly work to present a comprehensive dialogue regarding self-directed learning and how this concept functions in a complex and dynamic higher education context. This book presents a combination of theory and practice, which reflects selected conceptual dimensions of self-directed learning in society, as well as research-based findings pertaining to current topical issues relating to implementing self-directed learning in the modern world. The varied methodologies provide the reader with different and balanced perspectives, as well as varied and innovative ideas on how to conduct research in the field of self-directed learning.

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This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts.
This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard.

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This Special Issue includes articles which discuss the longstanding recognition of diverse connections between spirituality and addiction, as well as emerging discussions regarding the spiritual dimensions of addiction treatments. The overall focus is on the overlaps between the journey into addiction and the spiritual journey, informed by the insight of Carl Jung that addictive craving and the seeking of ultimate meaning may be intimately connected. The multiplicity of forms which addiction can assume in contemporary society are the scope of the issue. The overall purpose of the Special Issue is to extend the range of manifestations of addiction which are part of a discussion relating to the soul of recovery. Through this extended agenda of forms of addiction, the Special Issue supplements existing literature on the subject of spirituality and addiction.

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Storytelling as a cultural practice permeates all phases and areas of human life and opens up possible worlds. From their earliest days, children grow into a culture of storytelling, acquire language and literature, develop writing skills, and learn to communicate through storytelling in multimodal ways: orally and in writing, by playing, drawing, designing, singing, dancing and more. Through the process of narrating, experiences are structured, identities are formed, social contexts are shaped, and desires and futures are imagined. Narrative connects different times in history, various disciplinary fields in education and diverse linguistic-cultural spaces, but it also requires time and space itself. Against the background of an educational landscape that is currently competence-oriented, the question arises as to what role the art of storytelling plays in educational contexts, and what possibilities it opens up for learning. This edited volume aims to address this question, theoretically and empirically, from pedagogical and linguistic perspectives.

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This reprint addresses fundamental research about the integration of transport modes into unique mobility infrastructure and services, allowing for multimodal choices for passengers in their journey and increasing the sustainability of mobility. The reprint has important relevancy given the increasing attention devoted to sustainability aspects in aviation and the emerging need to achieve multimodality in transportation, by integrating the vertical dimension with the horizontal one, particularly in urban and peri-urban environments. New technologies and concepts are considered for implementing seamless door-to-door travel, which requires the implementation of fully integrated intermodal transport systems, allowing for passengers to have easy and seamless transfer between different transport modes, where Air Traffic Management (ATM) and air transport can play a fundamental role. The new paradigm in transport is of shifting from the optimization of the individual transport segments to the optimization of the overall journey, including all the possible transportation means that allow for achieving, in combination and with multimodal possible choice, a unique seamless door-to-door journey. Through this new paradigm, it will be possible to increase the efficiency of the overall transport chain by improving the interoperability of the different modes of transport, while simultaneously increasing environmental, social, and economic sustainability, prompting a more efficient use of existing and future infrastructure.

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This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arranges for teacher educators to integrate alternative structures, that enable interdisciplinary cooperation and topic-based teaching.The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples.

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Drawing on the analogy between musical meaning-making and human subjectivity, this book develops the concept of the acoustic self, exploring the ways in which musical characterization and structure are related to issues of subject-representation in the modernist English novel. The volume is framed around three musical topics—the fugue, absolute music, and Gesamtkunstwerk—arguing that these three modes of musicalization address modernist dilemmas around selfhood and identity. Varga reflects on the manifestations of the acoustic self in examples from the works of E.M. Forster, Aldous Huxley, and Virginia Woolf, and such musicians as Bach, Beethoven, Handel, and Wagner. An additional chapter on jazz and electronic music supplements these inquiries, pursuing the acoustic self beyond modernism and thereby inciting further discussion and theorization of musical intermediality, as well as recent sonic practices. Probing the analogies in the complex interrelationship between music, representation, and language in fictional texts and the nature of human subjectivity, this book will appeal to students and scholars interested in the interface of language and music, in such areas as intermediality, multimodality, literary studies, critical theory, and modernist studies.

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Unleashing the potential that can be found in the space between words and images.Designers have long understood that image, text, and typeface can work together to produce new meanings, creating semiotic registers impossible to achieve with image or text alone. In The Space Between Look and Read, a study of complementary meaning in design, Susan Hagan presents a framework, called Inter-play, which explains how these new meanings emerge. Inter-play is not simply an analytical tool; it is also a method for using complementary meaning to encourage critical thinking in design audiences. Drawing from cognitive psychology, art theory, discourse analysis, design, and rhetoric, Hagan breaks down the synthesis of looking and reading into a complex series of registers, which are revealed through examples of excellent design. Thus, the book is both a theoretical exploration of how designers communicate and a casebook in communication well achieved. From the physiology of vision to the limits of language, from Allan Paivio to Uwe Loesch, The Space Between Look and Read expands our understanding of complementary design and argues that by engaging audiences through multiple cognitive registers, complementary design serves as a cognitive tool, helping audiences reach new conclusions about complex problems.

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How does theater narrate? Theater narratology thinks narrativity and performativity together. On the basis of narratology and theater studies it develops for the first time an heuristic, analytic model of performative narration that can be practically employed for narratological performance analysis, where the narrative dimension has been hitherto underrepresented.

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This open access book is a methodical treatise on narration in different types of media. A theoretical rather than a historical study, Transmedial Narration is relevant for an understanding of narration in all times, including our own. By reconstructing the theoretical framework of transmedial narration, this book enables the inclusion of all kinds of communicative media forms on their own terms.

The treatise is divided into three parts. Part I presents established and newly developed concepts that are vital for formulating a nuanced theoretical model of transmedial narration. Part II investigates the specific transmedial media characteristics that are most central for realizing narratives in a plenitude of different media types. Finally, Part III contains brief studies in which the narrative potentials of painting, instrumental music, mathematical equations, and guided tours are illuminated with the aid of the theoretical framework developed throughout the book. Suitable for advanced students and scholars, this book provides tools to disentangle the narrative potential of any form of communication.

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This open access book is a methodical treatise on narration in different types of media. A theoretical rather than a historical study, Transmedial Narration is relevant for an understanding of narration in all times, including our own. By reconstructing the theoretical framework of transmedial narration, this book enables the inclusion of all kinds of communicative media forms on their own terms.

The treatise is divided into three parts. Part I presents established and newly developed concepts that are vital for formulating a nuanced theoretical model of transmedial narration. Part II investigates the specific transmedial media characteristics that are most central for realizing narratives in a plenitude of different media types. Finally, Part III contains brief studies in which the narrative potentials of painting, instrumental music, mathematical equations, and guided tours are illuminated with the aid of the theoretical framework developed throughout the book. Suitable for advanced students and scholars, this book provides tools to disentangle the narrative potential of any form of communication.

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This book is open access, which means that you have free and unlimited access Enriches existing literature on truth and media with a broad transmedial approach Offers new ways for understanding the clashing discourses of authenticity, fiction, facts and truthfulness Empowers media scholars to address the current social challenges of a globalized and digitalized society

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This book is open access, which means that you have free and unlimited access Enriches existing literature on truth and media with a broad transmedial approach Offers new ways for understanding the clashing discourses of authenticity, fiction, facts and truthfulness Empowers media scholars to address the current social challenges of a globalized and digitalized society

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This survey addresses the use of technology in upper secondary mathematics education from four points of view: theoretical analysis of epistemological and cognitive aspects of activity in new technology mediated learning environments, the changes brought by technology in the interactions between environment, students and teachers, the interrelations between mathematical activities and technology, skills and competencies that must be developed in teacher education. Research shows that the use of some technologies may deeply change the solving processes and contribute to impact the learning processes. The questions are which technologies to choose for which purposes, and how to integrate them, so as to maximize all students’ agency. In particular the role of the teacher in classrooms and the content of teacher education programs are critical for taking full advantage of technology in teaching practice.

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This survey addresses the use of technology in upper secondary mathematics education from four points of view: theoretical analysis of epistemological and cognitive aspects of activity in new technology mediated learning environments, the changes brought by technology in the interactions between environment, students and teachers, the interrelations between mathematical activities and technology, skills and competencies that must be developed in teacher education. Research shows that the use of some technologies may deeply change the solving processes and contribute to impact the learning processes. The questions are which technologies to choose for which purposes, and how to integrate them, so as to maximize all students’ agency. In particular the role of the teacher in classrooms and the content of teacher education programs are critical for taking full advantage of technology in teaching practice.

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This survey addresses the use of technology in upper secondary mathematics education from four points of view: theoretical analysis of epistemological and cognitive aspects of activity in new technology mediated learning environments, the changes brought by technology in the interactions between environment, students and teachers, the interrelations between mathematical activities and technology, skills and competencies that must be developed in teacher education. Research shows that the use of some technologies may deeply change the solving processes and contribute to impact the learning processes. The questions are which technologies to choose for which purposes, and how to integrate them, so as to maximize all students’ agency. In particular the role of the teacher in classrooms and the content of teacher education programs are critical for taking full advantage of technology in teaching practice.

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Conspiracy theories are on the rise, especially on social media. This study examines how conspiracy theories are communicated in video format. It provides an overview of formats, thematic structure, and multimodal patterns of argumentation, offering an analytical framework for the integrative observation of language and image that can be applied in future studies.

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