Multimodal Transcription of Video: Examining Interaction in Early Years Classrooms

Autor/in	Cowan, Kate
Titel	Multimodal Transcription of Video: Examining Interaction in Early Years Classrooms
Quelle	In: Classroom Discourse, 5 (2014) 1, S.6-21 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2013.859846
Schlagwörter	Video Technology; Early Childhood Education; Interaction; Child Behavior; Young Children; Transcripts (Written Records); Research Methodology; Foreign Countries; Nonverbal Communication; Interpersonal Communication; Content Analysis; Discourse Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interaktion; Frühe Kindheit; Research method; Forschungsmethode; Ausland; Non-verbal communication; Nonverbale Kommunikation; Interpersonale Kommunikation; Inhaltsanalyse; Diskursanalyse
Abstract	Video is an increasingly popular data collection tool for those undertaking social research, offering a temporal, sequential, fine-grained record which is durable, malleable and sharable. These characteristics make video a valuable resource for researching Early Years classrooms, particularly with regard to the study of children's interaction in multiple modes, which might include gaze, facial expression and movement in addition to language. Collecting video and carrying out multimodal analysis presents both possibilities and challenges, not least because multimodal methodologies are still in relative infancy. One particular challenge is developing forms of multimodal transcription. This paper seeks to reflexively explore the effect of applying different transcription conventions to the same section of video to investigate how two children interact at a computer in an Early Years classroom. It is suggested that the modes to which the researcher attends, and how these are (re)presented in transcripts, shape the analytical and rhetorical interpretations of children's interaction, with multimodal transcription potentially enabling particular insights into patterns within and between modes as they are orchestrated in interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01