La participación del público en la era digital: una propuesta para la formación de los estudiantes en alfabetizaciones multimodales a partir de vídeos de difusión de la investigación en YouTube

Carolina Girón-García; Edgar Bernad-Mechó

doi:10.30827/portalin.vi41.27732

Authors

Carolina Girón-García Universitat Jaume I https://orcid.org/0000-0002-2377-4039
Edgar Bernad-Mechó Universitat Jaume I https://orcid.org/0000-0002-7271-7735

DOI:

https://doi.org/10.30827/portalin.vi41.27732

Keywords:

YouTube science dissemination videos, engagement strategies, digital genres, multimodal literacy, multimodal discourse analysis

Abstract

Science dissemination with online videos has become an essential skill for both researchers and students. Learning the language of science dissemination videos entails more than just understanding their linguistic nature. These videos are made up of complex multimodal interactions that contribute to the engagement of their viewers. Authentic materials (YouTube videos) may be introduced in the English for Specific Purposes (ESP) classroom to reflect on the multimodal use of science dissemination and its role to enhance engagement. The study aims at: (1) reflecting on the multimodal characteristics of these videos to better define the genre and the use of engagement strategies; and (2) discussing on the possible implications that these engagement strategies may have for multimodal literacy training. We multimodally analysed three YouTube research dissemination videos. First, a number of rich points were selected. Second, these fragments were further examined using Multimodal Analysis – Video. Results contribute to multimodally defining this genre as a novel genre and are meaningful to comprehend its multimodal affordances. A discussion on educational implications is provided to teach multimodal engagement strategies for science dissemination and broaden students’ awareness of multimodal literacy skills.

Downloads

Download data is not yet available.

Author Biographies

Carolina Girón-García, Universitat Jaume I

Lecturer at Universitat Jaume I (Spain). Her research interests concern autonomy in language learning, EFL and ESP teaching and learning through ICTs, as well as the analysis and application of different types of discourse (ie., academic and professional) in English, especially from a multimodal perspective.

Edgar Bernad-Mechó, Universitat Jaume I

Assistant Professor at Universitat Jaume I, Spain. He specializes in the study of metadiscourse and multimodality in academic and digital contexts. His latest publications include a paper in Journal of English for Academic Purposes, a methodological article approaching the multimodal analysis of lectures in Atlantis, and the co-edition of a special issue on multimodality for Ibérica.

References

Allgaier, J. (2020). Science and Medicine on YouTube. In J. Husinger, M. M. Allen, & L. Klastrup (Eds.), Second International Handbook of Internet Research (pp. 7–27). Springer.

Baron, L. (2013). MTV and a New Style of Editing. Close Up: Film and Media Studies, 1(2), 69–76.

Bawarshi, A. S., & Reiff, M. J. (2010). Genre. An Introduction to History, Theory, Research and Pedagogy. Parlor Press.

Berkentotter, C., & Huckin, T. (1995). Genre Knowledge in Disciplinary Communication: Cognition/ Culture/ Power. Lawrence Erlbaum Associates.

Bernad-Mechó, E. (2021). Combining multimodal techniques to approach the study of spoken academic lectures: A methodological reflection. Atlantis, 43(1), 178-198. ISSN: 1989-6840. DOI: http://doi.org/10.28914/Atlantis-2021-43.1.10

Bernad-Mechó, E. & Girón-García, C. (2023). A Multimodal Analysis of Humour as an Engagement Strategy Ein YouTube Research Dissemination Videos. The European Journal of Humour Research, 11(1), 46-66. https://doi.org/10.7592/EJHR2023.11.1.760

Bernad-Mechó, E. & Valeiras-Jurado, J. (2023). Multimodal Engagement Strategies in Science Dissemination. Discourse Studies 25(6), 1-12. https://doi.org/10.1177/14614456231161755

Bondi, M., Cacchiani, S., & Mazzi, D. (2015). Discourse in and through the Media: Recontextualizing and Reconceptualizing Expert Discourse. Cambridge Scholars Publishing.

Bouvier, P., Lavoué, E., & Sehaba, K. (2014). Defining Engagement and Characterizing Engaged-Behaviors in Digital Gaming. Simulation & Gaming, 45(4–5), 491–507. https://doi.org/10.1177/1046878114553571

Callow, J. (2013). The Shape of Text to Come: How Image and Text Work. Primary English Teaching Association of Australia.

Carter-Thomas, S., & Rowley-Jolivet, E. (2020). Three Minute Thesis Presentations: Recontextualisation Strategies in Doctoral Research. Journal of English for Academic Purposes, 48, 1–14.

Chambers, H. E. (2001). Effective Communication Skills for Scientific and Technical Professionals. Perseus Publishing.

Choi, H. & Ko, Y. (2022). Effective fake news video detection using domain knowledge and multimodal data fusion on YouTube. "Pattern Recognition Letters", 154, 44-52. https://www.sciencedirect.com/science/article/pii/S0167865522000071?casa_token=w6EyAjmZET8AAAAA:yckkG1GHbtOQgjeGdblHXDv6p-3OwvkW3A4W228w5r1OuWSQjEEvK1LYyOy99KgOiuuN55sfpQ

Crawford Camiciottoli, B., & Campoy-Cubillo, M. C. (2018). Introduction: The Nexus of Multimodality, Multimodal Literacy, and English Language Teaching in Research and Practice in Higher Education Settings. System. An International Journal of Educational Technology and Applied Linguistics. Special Issue: “Multimodal Perspectives on English Language Teaching in Higher Education,” 77, 1–9. https://doi.org/10.1016/j.system.2018.03.005

Davenport, T. H., & Beck, J. C. (2001). The Attention Economy: Understanding the New Currency of Business. Harvard Business Review Press.

Dodge, B. (1997). Some Thoughts about WebQuest. San Diego State University.

Drajati, N. A., Tan, L., Haryati, S., Rochsantiningsih, D., & Zainnuri, H. (2018). Investigating English Language Teachers in Developing TPACK and Multimodal Literacy. Indonesian Journal of Applied Linguistics, 7(3), 575–582. https://doi.org/10.17509/ijal.v7i3.9806

Erviti, M. C., & Stengler, E. (2016). Online Science Videos: An Exploratory Study with Major Professional Content Providers in the United Kingdom. Journal of Science Communication, 15(6), 1–15.

Fortanet-Gómez, I., & Edo-Marzá, N. (2022). New Genres and New Approaches: Teaching and Assessing Product Pitches from a Multimodal Perspective in the ESP Classroom. Porta Linguarum, 38, 65–81. https://doi.org/10.30827/portalin.vi38.21621

Girón-García, C. (2013). Learning styles and reading modes in the development of language learning autonomy through 'Cybertasks'. Barcelona. Ed. Universitat Jaume I. Retrieved July 6, 2023, from http://hdl.handle.net/10803/125440

Girón-García, C. & Silvestre-López, A.J. (2019). Students’ self-perception of motivation regarding a Cybertask integrating different types of online resources in the ESP classroom. International Academy of Technology, Education and Development (IATED), 4120-4126.

Girón-García, C. & Boghiu-Balaur, S. (2021). ‘A mixed-methods study of online learning in the EFL classroom’. Revista de Lingüística y Lenguas Aplicadas 16, pp. 95–122. https://doi.org/10.4995/rlyla.2021.13950

Girón-García, C., & Fortanet-Gómez, I. (2023). Science dissemination videos as multimodal supporting resources for ESP teaching in Higher Education. English for Specific Purposes, 70, 164–176. https://doi.org/10.1016/j.esp.2022.12.005

González-Lloret, M. (2016). A Practical Guide to Integrating Technology into Task-Based Language Teaching. Georgetown University Press.

Hernández-Ortega, J., Rovira-Collado, J., & Álvarez-Herrero, J. (2021). Metodologías activas para un aprendizaje transmedia de la Lengua y la Literatura. Active methodologies for transmedia didactics of Language and Literature. El G U I N I G U a D a, (30), 122-134. Recuperado a partir de https://ojsspdc.ulpgc.es/ojs/index.php/ElGuiniguada/article/view/1325

Hyland, K. (2010). Constructing Proximity: Relating to Readers in Popular and Professional Science. Journal of English for Academic Purposes, 9, 116–127.

Jewitt, C. (2008). Multimodality and Literacy in School Classrooms. Review of Research in Education, 32, 241–267.

Kelly, A. R., & Miller, C. R. (2016). Intersections: Scientific and Parascientific Communication on the Internet. In A. G. Gross & J. Buehl (Eds.), Science and the Internet: Communicating Knowledge in a Digital Age (pp. 221–245). Baywood.

Khan, M. L. (2017). Social Media Engagement: What Motivates User Participation and Consumption on YouTube? Computers in Human Behavior, 66, 236–247. https://doi.org/10.1016/j.chb.2016.09.024

Koenraad, T. (2002). TalenQuest: WebQuests for Modern Languages. In J. Colpaert, W. Decoo, M. Simons, & S. Bueren (Eds.), CALL Professionals and the Future of CALL Research, CALL 2002 Proceedings (pp. 159–168). University of Antwerp.

Kress, G. (2003). Literacy in the New Media Age. Routledge.

Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge.

Lemke, J. L. (2005). Multimedia Genres and Traversals. Folia Linguistica, 39(1–2), 45–56.

León, B., & Bourk, M. (2018). Investigating Science-Related Online Video. In B. León & M. Bourk (Eds.), Communicating Science and Technology Through Online Video (pp. 1–14). Routledge.

Lim, F. V., & Tan, K. Y. S. (2018). Developing Multimodal Literacy through Teaching the Critical Viewing of Films in Singapore. Journal of Adolescent & Adult Literacy, 62(3), 291–300.

Long, M. H. (2016). In Defense of Tasks and TBLT: Non Issues and Real Issues. Annual Review of Applied Linguistics, 36, 5–33. https://doi.org/10.1017/S0267190515000057

Luzón, M. J. (2007). The Added Value Feature of Online Scholarly Journals. Journal of Technical Writing and Communication, 37(1), 59–73.

Luzón, M. J. (2019). Bridging the Gap between Experts and Publics: The Role of Multimodality in Disseminating Research in Online Videos. Ibérica, 37, 167–192.

Luzón, M. J., & Pérez-Llantada, C. (2022). Digital Genres in Academic Knowledge Production and Communication: Perspectives and Practices. Multilingual Matters.

Luzón, M. J., Ruiz-Madrid, M. N., & Villanueva, M. L. (2010). Digital Genres, New Literacies and Autonomy in Language Learning. Cambridge Scholars Publishing.

Meissner, P., Cottler, L. B., Eder, M. “Mickey,” & Michener, J. L. (2020). Engagement Science: The Core of Dissemination, Implementation, and Translational Research Science. Journal of Clinical and Translational Science, 4, 216–218.

Muñoz Morcillo, J., Czurda, K., & Robertson-von Trotha, C. Y. (2016). Typologies of the Popular Science Web Video. Journal of Science Communication, 15(4), 1–32.

Neagle, K. M. (2021). Ten Simple Rules for Effective Presentation Slides. PLoS Computational Biology, 17(12), e1009554. https://doi.org/10.1371/journal.pcbi.1009554

Norris, S. (2004). Analyzing Multimodal Interaction. A Methodological Framework. Routledge.

O’Brien, H. L., & Toms, E. G. (2008). What is User Engagement? A Conceptual Framework for Defining User Engagement with Technology. Journal of the American Society for Information Science and Technology, 59(6), 938–955. https://doi.org/10.1002/asi.20801

O’Halloran, K., & Lim, F. V. (2011). Dimensioner af Multimodal Literacy. Viden Om Læsning, 10, 14–21.

O’Halloran, K., Podlasov, A., Chua, A., & E, M. K. L. (2012). Interactive Software for Multimodal Analysis. Visual Communication, 11(3), 363–381.

Osterrieder, A. (2013). The Value and Use of Social Media as Communication Tool in the Plant Sciences. Plant Methods, 9(26).

Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6.

Prensky, M. (2017). The Changing Ends and Paradigm for Education in the World. WISE Education Review, 1, 1–3.

Querol-Julián, M. (2021). How does Digital Context Influence Interaction in Large Live Online Lectures? The Case of English-Medium Instruction. European Journal of English Studies, 25(3), 299–317. https://doi.org/10.1080/13825577.2021.1988265

Ruiz-Madrid, M. N. (2021). A Multimodal Discourse Approach to Research Pitches. Journal of English for Academic Purposes, 52, 101003. https://doi.org/10.1016/j.jeap.2021.101003

Ruiz-Madrid, M. N., & Fortanet-Gómez, I. (2017). An Analysis of Multimodal Interaction in a Webinar: Defining the Genre. EPIC Series in Language and Linguistics 2, 274–282.

Ruiz-Madrid, N., & Valeiras-Jurado, J. (2020). Developing Multimodal Communicative Competence in Emerging Academic and Professional Genres. International Journal of English Studies, 20(1), 27–50. https://doi.org/10.6018/ijes.401481

Scotto di Carlo, G. (2014). Ethos in TED Talks: The Role of Credibility in Popularised Texts. Facta Universitatis. Series: Linguistics and Literature, 12(2), 81–91.

Shepherd, M., & Watters, C. (1998). The Evolution of Cybergenres. Proceeding HICSS ’98. Proceedings of the Thirty-First Annual Hawaii International Conference on System Sciences - Volume 2. January 6-9, 1998., 97–109.

Suárez, M., & González-Argüello, M. V. (2020). Becoming a Good BookTuber. RELC Journal, 51(1), 158–167. https://doi.org/10.1177/0033688220906905

Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. CUP.

Taylor, S. V., & Leung, C. B. (2020). Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning. Early Childhood Educaiton Journal, 48, 1–10. https://doi.org/10.1007/s10643-019-00974-0

Valeiras-Jurado, J. (2019). Modal Coherence in Specialised Discourse: A Case Study of Persuasive Oral Presentations in Business and Academia. Ibérica, 37, 87–114.

Valeiras-Jurado, J. & Bernad-Mechó, E. (2022). Modal Density and Coherence in Science Dissemination: Orchestrating Multimodal Ensembles in Online TED Talks and YouTube Science Videos. Journal of English for Academic Purposes, 58, 101118. https://doi.org/10.1016/j.jeap.2022.101118.

Valeiras-Jurado, J., Ruiz-Madrid, N., & Jacobs, G. (2018). Revisiting Persuasion in Oral Academic and Professional Genres: Towards a Methodological Framework for Multimodal Discourse Analysis of Research Dissemination Talks. Ibérica, 35, 93–118.

Walsh, M. (2010). Multimodal Literacy: What does it Mean for Classroom Practice? The Australian Journal of Language and Literacy, 33(3), 211–239.

Welbourne, D. J., & Grant, W. J. (2016). Science Communication on YouTube: Factors that Affect Channel and Video Popularity. Public Understanding of Science, 25(6), 706–718.

Xia, S. A., & Hafner, C. A. (2021). Engaging the Online Audience in the Digital Era: A Multimodal Analysis of Engagement Strategies in TED Talk Videos. Ibérica. Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), 42, 33–58. https://doi.org/10.17398/2340-2784.42.33

Zokhida, S. Z. qizi. (2022). INTEGRATION OF ICT IN THE PROCESS OF TEACHING ESL/EFL. INTERNATIONAL CONFERENCES, 1(13), 50–53. https://researchedu.org/index.php/cf/article/view/449

FUNDING INFORMATION

This study is encompassed within a research project funded by the Ministerio de Ciencia, Innovación y Universidades, Spain (Ref: PID2021-127827NB-I00) and entitled Cybergenres and English as a Medium of Instruction. Multimodal analysis of digital academic genres and their pedagogical implications in Higher Education EMI contexts; a research project funded by Generalitat Valenciana – Conselleria d’Innovació, Universitats, Ciència i Societat Digital (Ref: CIAICO/2021/069) entitled Análisis y descripción de la naturaleza multimodal y multimedial de los géneros académicos en la educación superior. La comunicación académica digital en inglés; and a research Project funded by Pla de Promoció de la Investigació a l’UJI (Ref. UJI-2023-07) and entitled Análisis multimodal de los géneros académicos digitales en contextos de inglés como lengua de especialidad: descripción y aplicación pedagógica en la docencia universitaria.