Contrasting Systemic Functional Linguistic and Situated Literacies Approaches to Multimodality in Literacy and Writing Studies

    Research output: Contribution to journalArticle

    7 Citations (Scopus)

    Abstract

    Against the backdrop of proliferating research on multimodality in the fields of literacy and writing studies, this article considers the contributions of two prominent theoretical perspectives-Systemic Functional Linguistics (SFL) and Situated Literacies-and the methodological tensions they raise for the study of multimodality. To delineate these two perspectives' methodological tensions, I present an analysis of selected recent literature from both approaches and then analyze these tensions further as they emerge in two empirical studies published in this journal illustrating each approach. Despite the fact that SFL and Situated Literacies share some underlying theoretical assumptions and are sometimes drawn upon in concert by scholars, I illustrate how they differ in their treatment of multimodal texts and practices-as well as their methodologies-research design, data collected, analytic methods, and possible implications. This article thus seeks to outline the respective contributions of SFL and Situated Literacies to ongoing research on multimodality in literacy and writing studies and to encourage a conversation across theoretical and methodological borders.

    Original languageEnglish (US)
    Pages (from-to)276-299
    Number of pages24
    JournalWritten Communication
    Volume30
    Issue number3
    DOIs
    StatePublished - Jul 2013

    Fingerprint

    multimodality
    Linguistics
    literacy
    linguistics
    concert
    research planning
    conversation
    methodology
    Literacies
    Multimodality
    Systemic Functional Linguistics
    Literacy

    Keywords

    • methodology
    • multimodal analysis
    • opportunity to learn
    • research design
    • social context

    ASJC Scopus subject areas

    • Communication
    • Literature and Literary Theory

    Cite this

    @article{a56a799b70ae4eab99c60d1bcb9e3978,
    title = "Contrasting Systemic Functional Linguistic and Situated Literacies Approaches to Multimodality in Literacy and Writing Studies",
    abstract = "Against the backdrop of proliferating research on multimodality in the fields of literacy and writing studies, this article considers the contributions of two prominent theoretical perspectives-Systemic Functional Linguistics (SFL) and Situated Literacies-and the methodological tensions they raise for the study of multimodality. To delineate these two perspectives' methodological tensions, I present an analysis of selected recent literature from both approaches and then analyze these tensions further as they emerge in two empirical studies published in this journal illustrating each approach. Despite the fact that SFL and Situated Literacies share some underlying theoretical assumptions and are sometimes drawn upon in concert by scholars, I illustrate how they differ in their treatment of multimodal texts and practices-as well as their methodologies-research design, data collected, analytic methods, and possible implications. This article thus seeks to outline the respective contributions of SFL and Situated Literacies to ongoing research on multimodality in literacy and writing studies and to encourage a conversation across theoretical and methodological borders.",
    keywords = "methodology, multimodal analysis, opportunity to learn, research design, social context",
    author = "Katherine Anderson",
    year = "2013",
    month = "7",
    doi = "10.1177/0741088313488073",
    language = "English (US)",
    volume = "30",
    pages = "276--299",
    journal = "Written Communication",
    issn = "0741-0883",
    publisher = "SAGE Publications Inc.",
    number = "3",

    }

    TY - JOUR

    T1 - Contrasting Systemic Functional Linguistic and Situated Literacies Approaches to Multimodality in Literacy and Writing Studies

    AU - Anderson, Katherine

    PY - 2013/7

    Y1 - 2013/7

    N2 - Against the backdrop of proliferating research on multimodality in the fields of literacy and writing studies, this article considers the contributions of two prominent theoretical perspectives-Systemic Functional Linguistics (SFL) and Situated Literacies-and the methodological tensions they raise for the study of multimodality. To delineate these two perspectives' methodological tensions, I present an analysis of selected recent literature from both approaches and then analyze these tensions further as they emerge in two empirical studies published in this journal illustrating each approach. Despite the fact that SFL and Situated Literacies share some underlying theoretical assumptions and are sometimes drawn upon in concert by scholars, I illustrate how they differ in their treatment of multimodal texts and practices-as well as their methodologies-research design, data collected, analytic methods, and possible implications. This article thus seeks to outline the respective contributions of SFL and Situated Literacies to ongoing research on multimodality in literacy and writing studies and to encourage a conversation across theoretical and methodological borders.

    AB - Against the backdrop of proliferating research on multimodality in the fields of literacy and writing studies, this article considers the contributions of two prominent theoretical perspectives-Systemic Functional Linguistics (SFL) and Situated Literacies-and the methodological tensions they raise for the study of multimodality. To delineate these two perspectives' methodological tensions, I present an analysis of selected recent literature from both approaches and then analyze these tensions further as they emerge in two empirical studies published in this journal illustrating each approach. Despite the fact that SFL and Situated Literacies share some underlying theoretical assumptions and are sometimes drawn upon in concert by scholars, I illustrate how they differ in their treatment of multimodal texts and practices-as well as their methodologies-research design, data collected, analytic methods, and possible implications. This article thus seeks to outline the respective contributions of SFL and Situated Literacies to ongoing research on multimodality in literacy and writing studies and to encourage a conversation across theoretical and methodological borders.

    KW - methodology

    KW - multimodal analysis

    KW - opportunity to learn

    KW - research design

    KW - social context

    UR - http://www.scopus.com/inward/record.url?scp=84879768701&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=84879768701&partnerID=8YFLogxK

    U2 - 10.1177/0741088313488073

    DO - 10.1177/0741088313488073

    M3 - Article

    VL - 30

    SP - 276

    EP - 299

    JO - Written Communication

    JF - Written Communication

    SN - 0741-0883

    IS - 3

    ER -