Academic Journal
Issues of Validity, Subjectivity, and Reflexivity in Multimodal Literacy Research and Analysis
| العنوان: | Issues of Validity, Subjectivity, and Reflexivity in Multimodal Literacy Research and Analysis |
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| اللغة: | English |
| المؤلفون: | Low, David E., Pandya, Jessica Zacher |
| المصدر: | Journal of Language and Literacy Education. Spr 2019 15(1). |
| الاتاحة: | Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2019 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Descriptors: | Research Methodology, Intermode Differences, Theories, Educational Research, Reading Research, Validity, Literacy Education, Video Technology, Researchers, Maps, Reflection |
| تدمد: | 1559-9035 |
| مستخلص: | In this article we highlight analyses conducted in two qualitative literacy studies to discuss various implications of a blended, or hybrid, approach to multimodal analysis. By investigating several prominent frameworks commonly used together for the purpose of analyzing multimodal data, and describing our own experiences blending these frameworks, we determine that a hybrid approach is not necessarily ineffective at producing data interpretations, but that it is insufficiently reflexive of the role researcher positionality plays in multimodal analysis. We conclude the article by offering recommendations for supplementing hybrid analytical approaches through data co-construction and increased attention to researcher positionality. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الانضمام: | EJ1212455 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1559-9035 |
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