Issues of Validity, Subjectivity, and Reflexivity in Multimodal Literacy Research and Analysis

Autor/inn/en	Low, David E.; Pandya, Jessica Zacher
Titel	Issues of Validity, Subjectivity, and Reflexivity in Multimodal Literacy Research and Analysis
Quelle	In: Journal of Language and Literacy Education, 15 (2019) 1, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Research Methodology; Intermode Differences; Theories; Educational Research; Reading Research; Validity; Literacy Education; Video Technology; Researchers; Maps; Reflection + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Theory; Theorie; Bildungsforschung; Pädagogische Forschung; Leseforschung; Gültigkeit; Researcher; Forscher; Map; Karte
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01