Drawing on the evolution of our thinking around expedited learning and more egalitarian classroom spaces where learners are afforded greater agency and opportunities to tap into their full linguistic repertoires (Todeva & Morule, 2009; Todeva, 2016) and on insights from complex dynamic systems theory, this paper offers a framework for…

This review is on Lilian Pozzer and Wolff-Michael Roth's "A cultural-historical perspective on the multimodal development of concepts in science lectures." We offer some brief observations from within the paradigm of social semiotics, more specifically from our own attempts to produce multimodal accounts of learning in and beyond the…

In this article, the authors experiment with data-ing as a methodology, and wonder how three researchers?--?two in Oslo (Norway) and one in Melbourne (Australia)?--?can come closer to-with the research material by following and buggy-walking a young wayfarer in urban spaces and places. The ideas of not knowing and experimenting, making-with urban…

Science disciplines are inherently multimodal, involving written and spoken language, bodily gestures, symbols, diagrams, sketches, simulation and mathematical formalism. Studies have shown that explicit multimodal teaching approaches foster enhanced access to science disciplines. We examine multimodal classroom practices in a physics extended…

Rhetoric and composition's increasing attention to multimodal composing involves challenges that go beyond issues of access to digital technologies and electronic composing environments. As a specific case study, this article explores the history of aural composing modalities (speech, music, sound) and examines how they have been understood and…

Purpose: This paper seeks to present final results from an exploratory research project that aimed to compare and contrast the effectiveness of different delivery modes (especially online as opposed to face-to-face) when developing leadership skills in established managers. Design/methodology/approach: This study sought to identify whether…