![The challenge of attention
The first impression of audience is the critical point
to determine the success of a good documentary
since if the audience’s attention cannot be attracted
at the beginning, they will have no interest to
continue to watch the video even the information is
rich and constructive. I agree with t01_john. He said
that visual stimulation would be the easiest way to
make them remember the video. [Student blog post,
October 7th, 2009 at 11:22 pm]](https://image.slidesharecdn.com/multimodalityanddigitalliteraciesinespcoursesss-181106104913/85/Multimodality-and-digital-literacies-in-ESP-courses-35-320.jpg)
![The challenge of multimodality
I think the most challenging thing is how to give
an attractive and interesting present[ation]
because we use lots of method involved in our
video. For example, use pictures, use a narrator,
stand in front of the camera for speaking and use
music or many, many elements we involved in
order to give a whole product to make it more
interesting. [Student focus group interview]](https://image.slidesharecdn.com/multimodalityanddigitalliteraciesinespcoursesss-181106104913/85/Multimodality-and-digital-literacies-in-ESP-courses-36-320.jpg)
![English for practice
Well, maybe it is because Billy’s English is really
good [laughs] and then I know his English is good
and he will willing to understand what I mean and
reply me in English. So I use English…
(Gina, G11 interview)](https://image.slidesharecdn.com/multimodalityanddigitalliteraciesinespcoursesss-181106104913/85/Multimodality-and-digital-literacies-in-ESP-courses-71-320.jpg)
![Learning
4:31pm Zhang
I need grammatical checker !
SCript : After having a breif Idea about the 起源 [origin] of the cathedral
Shouldn't We take a look on the 整體佈局 [overall structure] of the Churc?
4:34pm Rafaela
Brief
Origin
erm
A bit weird
Just say Let's look at
[…]
4:37pm Zhang
.....
I need full sentence
[…]
4:44pm Zhang
?!???!???!??AM I CORRECT ?!??
[…]
After having a breif Idea about the origin of the cathedral
Shouldn't We take a look on the elementary design of the Church?](https://image.slidesharecdn.com/multimodalityanddigitalliteraciesinespcoursesss-181106104913/85/Multimodality-and-digital-literacies-in-ESP-courses-75-320.jpg)
Multimodality and digital literacies in ESP courses
- 1. Multimodality and digital literacies in ESP courses Christoph A. Hafner Department of English, City University of Hong Kong Plenary Presentation for Taiwan ESP Association Multimodality Workshop, November 3-4, 2018
- 5. Overview 1. Emerging needs of ESP learners 2. Digital multimodal composing 3. A process-oriented, genre-based approach to digital literacies in ESP courses
- 6. What do you mean by English for Specific Purposes?
- 7. Emerging needs of ESP learners The role of digital media in contemporary communication
- 8. Affordances of digital tools Ways of doing Ways of relating Ways of meaning Ways of being Ways of thinking
- 9. Scientists urgently need to be able to speak with clarity to funders, policy- makers, students, the general public, and even other scientists. I’d like to try a playful experiment. Would you be willing to have a go at writing your own explanation of what a flame is – one that an 11-year-old would find intelligible, maybe even fun? The Centre for Communicating Science is looking for new ways to light up people’s minds with science, and you might point the way. We’ll try out the entries on real 11-year- olds and see which work best. (Alda, 2012, p. 1019)
- 11. Some other examples • Crowdfunding proposals (Mehlenbacher, 2017) – Hybrid genre, aimed at multiple audiences • Academic blogs (Blanchard, 2011; Luzón, 2012, 2013) – Writing for a diversified audience – Interacting with and responding to that audience
- 12. Additional forms of expression JoVE began in response to a universally experienced problem within the world of biomedical science: today only 10-30% of published scientific articles can be successfully reproduced. As a result, scientists and researchers around the world end up spending months and years of time, effort, and funding simply trying to replicate the findings of other labs instead of advancing toward new discoveries. (www.jove.com, emphasis in original) Journal of visualized experiments
- 13. How a protocol is being executed is being captured visually. So there is like no mistake on how it is being done, especially if, say, if we’re doing micro-injection of DNA into eggs, okay, how do you handle the pipette? How deep do you penetrate it? So there’s lots of finer details which are being sort of captured visually (…) (Interview with biologist at City University of Hong Kong)
- 14. Another example • The Article of the Future (Pérez-Llantada, 2013) – ‘More dynamic’ and ‘user-friendly’ with ‘enhanced elements’ – Did not affect ‘actual text-composing and reception practices’
- 15. ‘The ability to produce and understand text-visual interrelations is now an essential component of an academic literacy.’ (Hyland & Hamp-Lyons, 2002, p. 8) ‘In fact, it is now no longer possible to understand language and its uses without understanding the effect of all modes of communication that are copresent in any text.’ (Kress 2000, p. 337)
- 17. A definition • Digital multimodal composing in ESP classes means going beyond traditional writing forms to include other modes made available by digital media. Digital videos Infographics Posters Brochures Academic text/image interaction
- 18. Benefits of DMC • Meets the real-world needs of learners in a digitally mediated world; • Enhances state-of-the-art language teaching strategies like task- based language teaching and learning, by allowing for the easy integration of multiple skills; • Engages students with authentic audiences, providing real-world motivation; • Is ‘voice-enhancing’ and can ‘embolden struggling writers to express themselves’ (p. 82); • Heightens genre awareness as a result of transformation processes that occur in the composition process; • Increases learner autonomy and encourages independent language practice. (Belcher, 2017)
- 19. The controversy • Does DMC ‘distract’ learners from the ‘real’ work of language learning?
- 20. Distracting or motivating? Candy: At the beginning of the video, we want to attract concentration on the video. So introduction is – we make a lot of effort on it. Lindsay: Would you make the same effort if you were just doing a stand-up presentation with PowerPoint? Jane: Probably not. Candy: No. Introduction is not that important maybe in PowerPoint, maybe the information, maybe the – in the middle of your presentation, is the main point, so introduction is not that important. (Focus group: Phase 2)
- 21. Implementing DMC A project-based course in English for science
- 22. Background and context • University course in English for science students – Applied Biology – Applied Chemistry – Applied Physics – Architectural Studies – Computing Mathematics – Environmental Science and Management – Surveying
- 23. English for science project A. Digital video project B. Written scientific report English for science project A1. Reading/data collection A2. Scripting/ storyboarding A3. Performing/ recording A4. Editing A5. Sharing B2. Writing B1. Reading/ outlining B3. Editing/ proofreading
- 24. Sample topics Dim the lights (2013) Taste me if you can (2009) Vitamin C (2012)
- 26. Addressing multimodality by analysing ‘models’ • BBC documentary • Al-Jazeera documentary • Student documentary Rhetorical strategies Linguistic analysis Narrative images Conceptual representations Offer and demand Camera angle Visual coherence
- 30. Scaffolding the project • Week 2, students to form groups for scientific documentary; • Week 4, data collection for scientific documentary complete; • Week 5, script complete; • Week 7, final video uploaded and shared through YouTube. • Week 11, students to submit a draft scientific report for individual feedback
- 31. Negotiating consent In order to protect privacy in these online environments, we ask that you follow these terms of use for online learning on GE2401. In particular, you agree that you will: • Only use your first name in our writing; • Only post pictures of people if you have asked for their permission; • Be responsible and sensible in our writing; • Be positive and constructive in our comments; • Respect other users’ opinions and advice; • Post only original works (for all text types and files); • Respect intellectual property; and • Be responsive and open to opinions and advice.
- 32. Dim the lights
- 34. Student perspectives on the task
- 35. The challenge of attention The first impression of audience is the critical point to determine the success of a good documentary since if the audience’s attention cannot be attracted at the beginning, they will have no interest to continue to watch the video even the information is rich and constructive. I agree with t01_john. He said that visual stimulation would be the easiest way to make them remember the video. [Student blog post, October 7th, 2009 at 11:22 pm]
- 36. The challenge of multimodality I think the most challenging thing is how to give an attractive and interesting present[ation] because we use lots of method involved in our video. For example, use pictures, use a narrator, stand in front of the camera for speaking and use music or many, many elements we involved in order to give a whole product to make it more interesting. [Student focus group interview]
- 37. Thinking about multimodality • Moving images and animation • Charts and tables for scientific data • Subtitles • Different camera angles and lighting, • Background music • Sound effects • Interesting locations • Interesting participants • Facial expression
- 38. 3 Cases and rhetorical devices • Investigation of a startling fact – Did you realize there is a blind spot in your eye? • Investigation of a social issue – Why does the cafeteria food taste so bad? Is it only the taste, or is it the smell as well? • Investigation of a personal issue – Why can’t I taste this orange juice? Is there something wrong with me?
- 39. Case #1 Investigation of a startling fact
- 40. Student identity • Student as ‘scientist’ • Narrator role is backgrounded, increased social distance between the producers and their audience
- 41. Opening: Case 1, shot 3
- 43. Background and theory: Case 1, shot 10
- 45. Discussion: Case 1, shots 51-52
- 47. Case #2 Investigation of a social issue
- 48. Student identity • Student as ‘reporter’ • Narrator role is more prominent, with an on- screen narrator (the reporter), who appears at various points throughout the documentary • Watch for intertextual references and use of sound
- 49. Opening: Case 2, shots 1-8
- 51. Case #3 Investigation of a personal issue
- 52. Student identity • Student as ‘traveller’ on a ‘journey of experiment’ • Narrator role is prominent, the narrator is a part of the action as in a first person documentary • Watch for the range of visual information and effective use of sound
- 53. Opening: Case 3, shots 55-65
- 56. TRANSFORM Video documentary Scientific report For a public audience To educate and entertain Student as... • Scientist • Reporter • Traveller • Secret Agent For a specialist audience To inform and persuade Student as scientist
- 57. Key questions • For each genre: – What content is appropriate? – How should it be organized? – How should it be expressed through lexical, grammatical and multimodal resources? – How actively can I engage with the audience? – How forcefully can I present my stance?
- 59. Establishing novelty Do you know what the problem of light pollution is? Pun and So (2011) present the night-sky brightness taken at 199 distinct locations in Hong Kong and state that the light pollution in Hong Kong is severe. However, they do not further investigate the problems of light pollution and the relationship between light pollution and other parameters.
- 60. Methods
- 61. Methods We have organized a group of special agents to search for the answer. … We have selected four locations for our study, including Sai Kung, a countryside, Mong Kok and Causeway Bay, urban areas, and Sha Tin, a new town. Four locations including Causeway Bay, Mong Kok, Sha Tin and Sai Kung, were selected for this study because they show different degrees of urbanization.
- 63. Presenting results Narrator: Causeway Bay is also one of the Hong Kong’s major shopping districts. As there are many indoor shopping campuses such as Times Square and Sogo, many tourists will live there… Do tourists living in Causeway Bay think that light pollution is a great problem? The light intensity in Causeway Bay is 550 LUX. Fig. 3 shows the average scores given by residents to assess the negative impact on their daily life by light pollution in the daytime.
- 65. Interpretations and claims Host1: Attractions should be lightened up. Tourists love light. They enjoy to discover more about the city. Fig. 3 and 4 suggest that in reality, greater light pollution may not be perceived as leading to more discomfort.
- 67. Collaboration
- 68. Digital tools used • Communication tools – Facebook groups – WhatsApp messenger, Facebook messenger – Email • Collaboration tools – Google Drive – Dropbox
- 69. Use of language in CMC
- 70. Why choose English? • As a convenient input language • As a conscious choice, for practice • When focusing on the academic task
- 71. English for practice Well, maybe it is because Billy’s English is really good [laughs] and then I know his English is good and he will willing to understand what I mean and reply me in English. So I use English… (Gina, G11 interview)
- 72. Why choose Chinese? • To offer a speedy exchange of views and creative ideas or quick clarification • Searching for web-based information • Using Chinese as an act of identity
- 74. Collaborative practices • supporting/motivating • managing the group/task • negotiating the text • sharing files and links • requesting and giving feedback • peer teaching and learning from peers
- 75. Learning 4:31pm Zhang I need grammatical checker ! SCript : After having a breif Idea about the 起源 [origin] of the cathedral Shouldn't We take a look on the 整體佈局 [overall structure] of the Churc? 4:34pm Rafaela Brief Origin erm A bit weird Just say Let's look at […] 4:37pm Zhang ..... I need full sentence […] 4:44pm Zhang ?!???!???!??AM I CORRECT ?!?? […] After having a breif Idea about the origin of the cathedral Shouldn't We take a look on the elementary design of the Church?
- 76. A process-oriented genre approach to digital literacies
- 77. The process of course development English for science project Year 1 • Group presentation (ppt) for the class • Written report Year 2 • Group digital video documentary for the public • Written report
- 78. Embedding ‘digital literacies’ Problem: There’s no space in the curriculum for digital literacies and multimodality Solution: Embed the digital tools and multimodal practices alongside traditional tasks Embedding digital literacies is ‘an approach to the use of digital media in language education, in which digital literacy practices are embedded alongside more traditional literacy practices, as one element of the course design’ (Hafner, 2014, p. 682)
- 79. What role do digital tools play in the texts, processes and practices that we want our students to master?
- 80. A three-step process 1. Identify and situate authentic genres and practices 2. Examine the role of multimodality and digital tools 3. Design projects, tasks and materials
- 81. STEP ONE Identify and situate authentic genres and practices a) Communities b) Audiences c) Processes and products
- 82. STEP TWO Examine the role of multimodality and digital tools a) Ways of meaning b) Ways of relating c) Ways of being d) Ways of thinking e) Ways of doing
- 83. STEP THREE Design projects, tasks and materials a) Context analysis b) Model analysis c) Guided composition d) Extended composition e) Comparison
- 84. How might you embed multimodality and digital literacies in your course?
- 85. Conclusions